1 LIBRARY OF CONGRESS. 



Shelf V3D-.17/" 

UNITED STATES OF AMERICA. 



AN AID 



ACQUISITION OF GRAHAM'S SHORTHAND 

A Book to be Used in Connection with the 
Hand-Book of Standard Phonograpy. 



ALFRED DAY 



Principal of the Spencerian School of Shorthand, 
Cleveland, Ohio, 



'^COPYfUG^ 

J UN 2 M 



o. 



/OS IS" 






PUBLISHED BY THE AUTHOR, 18S7. 



Copyright, 1887, by Alfred Day. 



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<V -' 



V 



[Leader Print, Cleveland, Ohio.] 



PREFACE 



ERRATA 



The alphabet on page 2 was not perfectly engraved, and the learner should 
note the following corrections : P, should be a light stroke ; S, should be a 
light curve ; lsh' and Zhay should have greater inclination. See the per- 
fectly engraved alphabet on page 16 of the Hand-Book. 

In the writing exercise page 4, fourth line, the word "Say" should be the 
letter S. 

Twelfth line, page 9, for "Import and," read Important. 

In the I IT rule, page 21, add Gay and M. 



tions, in the interest of shorthand, exceed those of any other American author. 

ALFRED DAY. 
Cleveland, O., May, 1887. 



TO THE LEARNER, 



Any young man or young lady who possesses patience, perseverance, a desire 
to learn, and a determination to succeed, can master shorthand.. There is 
nothing of mystery about the art. It can be more easily learned under the 
instruction of a competent teacher, but such assistance is not absolutely neces- 
sary. 

The figures preceding the questions ref6r to the corresponding sections or 
parts of sections in the Hand-Book. 

If a larger amount of reading matter is desired, than that presented in this 
work, it can be found in the engraved exercises of the Hand-Book. 

The first lesson must be thoroughly learned before the second is taken up, 
the second before the third, and so on to the end of the lessons. 

The writing exercise of each lesson should be written over until each out- 
line or word can be written at the rate of sixty a minute. You should under- 
stand at the beginning of your study that shorthand means to write, and to 
write rapidly, the outlines for the words ; of course, the characters must be 
traced slowly and with care at first, but after becoming familiar with the exer- 
cise, it should be written over until the speed mentioned above is attained. 

Read the Preface to the Hand-Book, also the following sections in Part First, 
(Introduction to Phonotypy and Phonography): 85, 86, 87, 88, 105, 107, 109. and 
the Introduction to the Compendium. 

Read over everything you write Until it can be read as fluently as if written 
in longhand. 

Write small ; it will give you greater speed, and having more time to form 
your characters your writing will be more legible than if written in a "large 
hand." One-sixth on an inch is a good standard for the consonant strokes. 

Shorthand should be written with a pen ; Gillott's, No. 404, are excellent, 
and are such as are used by the author. A gold pen or some numbers of the 
Spencerian are preferred by many. 

Hold the pen as in ordinary writing. 

Black ink, and a quality that flows freely, should be used. 

When you commence the study of shorthand you should not let a day pass 
without giving to it some portion of your time, even though it is but a few 
minutes ; you will accomplish more in this way than by irregular practice. 



FIRST LBSSOF. 



Sections 10-25 of the Hand Book. 
GENERAL REMARKS. 

(a) Stenography is a term applied to all systems of shorthand 
writing. 

(b) Phonography is a system of shorthand writing having special 
reference to writing with characters representing the sounds of a 
language, is, the one in use among the majority of stenographers at 
the present day, and is the one presented in the Hand Book. It is 
written with an alphabet composed of the simplest geometrical 
signs, consisting of straight and curved lines, dots and dashes. 

(c) The recognized number of sounds in all systems of phonetic 
shorthand is forty: twenty-four consonants, twelve vowels, and four 
diphthongs. The phonographic alphabet consists of characters 
representing the forty sounds; the consonants are represented by 
straight and curved lines, the vowels by dots and dashes, the diph- 
thongs by angular marks. 

(d) The first thing for the learner to do is to thoroughly master 
the alphabet, and in doing this he must not fail to observe the 
difference between the name of the letter and the letter proper, that 
is, its sound ; for instance, the first letter in the alphabet is named 
Pee, while its sound is that indicated by the letter p in the word 
hop; the second letter is named Bee, but its sound is that indicated 
by the letter b in the word ca#. For convenience, the consonants 
are presented first. 









CONSONANTS. 








Letter. Name. 




Sound. 


Letter. 


Name. 




Sound. 


\ p 


P 


as in 


hop. 


) 


s 


ss 


as in pass. 


\B 


b 


a 


ca£. 


) 


z 


zz 


" huzz. 


1 T 


t 


a 


edit. 


J 


Ish 


■sh 


" wash. 


1 D 


d 


a 


had 


) 


Zhay 


si 


" vision. 


/ Chay 


ch 


a 


catch. 


r 


L 


11 


" Ml 


/ j 


ge 


a 


]&Y(/e. 


~\ OR 


/r 


r 


" far. 



K 



ck 



lock. 





Gray 


g 


" %. 


L 


F 


ff 


" Wff- 


L 


V 


ve 


" have. 


( 


Ith 


th 


" frith 


c 


Thee 


the 


" wrea 



Hay h 

Note. — The complete alphabet can also be found on page 16 of the Compendium. 



^\ 



M 



N 



m 



see???. 



son. 



— ^ Ing ng " sing. 

} Way w " way. 
( Yay y " ye. 



//ad. 



REMARKS ON METHOD OF PRACTICE. 

(e) Repeat the sound indicated by the Italic letter or letters a 
sufficient number of times to familiarize the sounds, then with pen 
and ink make the signs, and at the same time speak the name of 
the letter, thus: P, B, T, D, Chay, and so on with every letter in 
the table, and continue the practice until every consonant can be 
neatly and correctly formed at the rate of eighty or one hundred 
letters a minute. 

(f) Too much pains cannot be taken with the first phonographic 
lesson; do not get the impression that because the letters are only 
straight and curved lines they can be easily and readily formed 



3 

without practice. In the majority of cases it will be necessary to 
cover page after page with signs, and the learner should not spare 
either paper or his patience in the practice necessary to write at 
least eighty signs^a minute. 

QUESTIONS. 

(a) What is stenography ? What is phonography ? What kind of char, 
acters compose the phonographic alphabet? (b) What is the recognized 
number of sounds in phonetic short-hand ? How many consonants are there ? 
How many vowels? How many diphthongs? What kind of characters 
represent the consonants? What kind represent the vowels? What kind 
represent the diphthongs? (c) What is the first thing necessary for the 
learner to do? What must he not fail to do? Why are the consonants 
represented first ? What kind of characters represent the first eight consonants? 
How many of them are light and how many are shaded ? How many letters 
are written with curved lines? How many of them are shaded or made 
heavy in the middle ? What letter is represented by two signs ? Wh?t letter 
is represented with a hook and straight line ? Give the names of the 
consonants. Give the sound of each, (e) How many times should the sound 
indicated by the Italic 'letters be repeated ? What should be done while 
making the letters ? How long should the practice of making and naming 
the consonants be continued ? (f) What is the substance of the remarks under 
paragraph lt E"? 

QUESTIONS FOR REVIEW. 

Manner of Writing the Consonants. — (Sec. 10) How are the perpen- 
dicular letters, and those inclined to the left, to be written? (Sec. 11) How 
are the horizontal strokes written? (Sec. 12, remark 2) How is Ish always 
written when standing alone? When is Ish sometimes written upward? 
CRem. 3) How is / always written when standing alone? (Rem. 4) How is 
the straight stroke for r invariably written ? How is Chay invariably written ? 
Which slopes most Chay, or the up-stroke for rf (Rem, 5) How is Hay always 
to be written? When is a sign to be regarded as standing alone? 
(Sec. 14) When Ish is written upward, what is it called ? When i is written 
upward, what is it called? What is the name of the straight stroke for r ? 
(Rem. 2) What are the two brief signs for w called ? Does Wuh open to the 
right or the left ? (Rem. 2) What are the two brief signs for y called? Does 
Yeh open upward or downward ? (Rem. 3) What is the name of the circle for 
s and z ? 

Size of the Consonant Strokes. — (Sec. 15) About what size should the 
strokes be written ? What is said about the light and heavy lines? What is 
said about the heavy curves? What is said about good phonographic pen- 
manship ? What is said about first attempts at writing ? Speed in phonography 
depends principally upon what? 



Forming the Consonant Strokes. — (Sec.16) How should all the consonants 
of a word be written ? Where does the second consonant begin ? Where 
does the third begin? Where does the fourth begin ? (Sec. 18) Where does 
the first perpendicular or first inclined stroke rest? (Sec. 19) Until further 
instructed where should the horizontals be written? (Sec. 21) Name some of 
the curved strokes between which there should always be an angle. (Sec. 22) 
What is said about an angle between P and N, Ith and N, etc.? (Sec. 23) What 
is said about joining heavy and light lines without a distinct angle? (Sec. 24) 
What is said about joining heavy curves and heavy straight lines? (Sec. 25) 
For what purpose is the curvature, or the inclination of a stroke, sometimes 
varied ? 

Remark. — Until the learner can give appropriate answers to the 
questions for review, it is evident he does not understand the 
principles contained in the lesson, and should not permit himself, 
or be permitted by the teacher, to proceed to the next lesson until 
he is able to answer every question, correctly read, and readily 
write the exercises illustrating the principles presented in the 
lesson. When this can be done, a new lesson should be assigned, 
and not until then. 

The following writing exercise, and all subsequent ones to be 
found at the close of each lesson, should be written after the 
reading exercise has been read. 

WRITING EXERCISE. 

1. P, Ohay, K, B, T, Bay, D, Hay, J, P, Ohay, B, Gay, T, 1), 
Pay, K, Gay, Ray, Hay, J, T. 

F, S, Say!! Ith, V, Way, Ish, Zhav, M, R, Z, lug, Yav, S, Thee, 
Z, Ish, Way, F, Ith, Way, Ing, S, Zhay, S, R, Say, N, F, R. 

2. (Consonants joined.) P-K, T-D, Hav-T, J-K, Gay-Ray, 
P-Gav, D-Chay, K-P, K-Gay, D-T, Gay-Chav, J-K, Gay-Ray, 
P-Gay,D-Chay, K-P, K-Gav. D-T, Gav-Chav, J-K,Ray-Gay,K-Gay, 
P-B-B-P, T-D, Ray-Gay, J-D, W-K, B-Gay, D-Chnv." T-Rav, Gay- 
Gay, P-T, Hay-T," B-Gay, J-P, J-Gay, B-Gay, D Chay, "Ray-P, 
K-Ray. 

3. B-Lay, Chay-R, J-R. D-Ith, Chay-N, N-B, Way-K, K-F, P-F, 
S-N, B-N, J-N, Gay-Lay, N-Ray, R-Ish, N-Z, Thee-'M, Z-Lay,R-M, 
R-Lay, M-N, N-F, M-Z,' R-M, N-Ish, M-Ith, N-Ray, Ray-Z, Lay-Z, 
R-R, Ish-M, N-L, Lav-M, R-B, M-Ray. R-Gay, N-Y, M-K, Way-T, 
Ray-Ith, Hay-Y, Y-J, D-M, Y-J, Ith-K, Lay-D, R-Ray, N-K, 
Way-Gay, Ith-M, Lay-Way, N-L, M-M, N-N, N-N, M-Z, Shay- 
Lay, F-R, Lay-Y, Ish-R, Lay-Shay, N-Ray, M-D, Lav-T, Gay-M, 



R-Lay, T-M, V-Zhay, Ray-Chay, M-Ray, Ray-Ith, K-L, K-Lay, 
Y-K, Way-K, Ing-Ish, R-K, Itu-M, Yay-R, T-Ray, M-Ish, M-T, 
P-Lay. 

4. Ray-D-M, P-Rav^T, B-N-T, F-K-T, Ith-K-Gay, Ray-D-Lay, 
M-D-K. K-B-J, K-K-D, P-Ray-Lav, N-Ith-M, Lay-B-N, M-K Z, 
D-Slmy-P, M-Ray-D, M-Lay-D, N-Gav-M, V-Ray-T, S-R-M, Shay-" 
Lay-F,' Ray-lng-K, Lay-M-K, lng-Ish-£, Lay-Shay-T, Ray-Chav-T, 
Gay-M-Ray, M-Lay-D, L ly-Gay-N, Z-D-K, R-M-N", P-Lay-'lsh, 
Lay-J-K-Lay, K-Ith-Lay-K, M-M-Rav-N-D, D-M-M, Way-Lay-K-S, 
D-S-Ray-D, Ray-T-Ing, F-K-T-Lay, Hay-Ray-Z-N, Ray-Ing-T, 
Ray-D-S, N-K-T, Ish-K-Gay, N-M-D, D-M-Ray-Ray, JNT-M-D, 
L-Ing-L, Hay-D-Lay. 

Continue writing the above exercise until every outline can be 
written as quickly as it can be distinctly spoken by a good reader. 

You should also read over everything you write until it can be 
read as easily as if it was written in long-hand. ])o not neglect 
this ; for, in order to make practical use of short-hand, it is as 
necessary to be able to read the characters, as it is to write them. 



SIECOiLTID LESSON. 



Sections 26-32 of the Hand Book. 
REMARKS. 

(a) When the learner has thoroughly mastered the phonographic 
alphabet, practice will soon enable him to write at a speed greatly 
surpassing his longhand, but it will not give him sufficient speed 
for the purpose of verbatim reporting, therefore, additional charac- 
ters, as large and small circles, loops, hooks, and other sources of 
brevity are made use of to attain the desired speed. 

(b) Each subsequent lesson is, in fact, but the presentation of 
some principles of abreviation, and as soon as the student has mas- 
tered them, all that is necessary in order to acquire speed in writ- 
ing is, to apply the principles and continue their application until 
he has attained the desired speed, whether it is for his own private 
use, for the work of the amanuensis, or for the purpose of verbatim 
reporting. 



QUESTIONS. 

(a) When the learner has thoroughly mastered the alphabet, what will prac 
tice enable him to do? Will the alphabet alone enable him to write with suf- 
ficient speed for verbatim reporting ? In addition to the alphabet what char- 
acters are used ? (b) Hew may each subsequent lesson be considered ? After 
thoroughly mastering the principles, what is necessary in order to acquire 
speed ? 

QUESTIONS FOR REVIEW. 

Brief Sign foe s and z. — (Sec. 26) For what purpose do we have a circle 
to represent s aud z? (Rem.) When it is necessary, how may we distinguish 
s from the z-circlc ? (Sec. 27) Are the circles written on the left or right-hand 
side of the straight perpendicular and sloping strokes ? (2) How is the circle 
written on Hay ? (3) How are the circles joined to the curved strokes ? 
(4) How are the circles written between strokes ? 

(Rem. 1) How is Iss-Ray distinguished from Iss-Hay ? (Rem. 2) How is 
Iss-Hay distinguished from Chay-Iss or Chays? Is the circle ever written on 
the back of a curve? (Sec. 28) For what purpose is the circle enlarged? 
(Rem. 2) When great precision is required, how may the large circle be written 

to represent a z sound ? (Rem. 2) What is the name of the large circle ? 

(Stc. 29) How do we indicate si in such words as most, cast, last, past, etc? 

(Rem. 1) When it is necessary, how may the sound zd be represented? (Rern.2\ 
What is the name of the small loop? (Sec. 30) How do we express str in such 

words as master, pastor, faster, etc.? (Rem. 1) Is the large loop ever used at 

the commencement of a word ? (Rem 2) What is the name of the large loop ? 

(Sec. 31) Are the large circle and loops ever used between strokes ? (Sec. 32) 

How is the small circle added to the loops and large circles? (Ans.) Bv 

making it on the opposite side of the stroke. 

WRITING EXERCISE. 

1. T-Iss, B-Iss, P-Iss, D-Iss, Hay-Iss, Ray-Iss, Chaj^-Iss, Gay- 
Is, J-Iss, K-Iss, Yay-Iss, Ish-Iss, V-Iss, Zhay-Iss, T-Iss. 

2. Iss-T, Iss-D, Iss-Ohay, Iss-F, Iss-Gay, Iss-Way, Ish-Iss, Iss- 
Ray, Iss-Ing, Iss-Lay, Iss-K, Iss-V, Ing-Iss, S-Iss, R-Iss. 

3. T-Iss-K, B-Iss-T, M-Iss-Lay, Hay-Iss-Lay, F-Iss-T, Iss- 
Way-M, Ray-Iss-P, N-Iss^L, Way-Iss-T, Hay-Iss-N, F-Iss-N-D, 
Ray-Iss-T, Iss-P-Lay, Iss-D-R, Iss-R-M-Ray, Iss-M-Ray, Iss-R-R, 
Iss-K-Iss-D, T-M-K-Iss, Iss-P-Lay, Isb-P-Iss, Iss-Lay-R, Ray-Iss- 
T, Ohay-M-Lay-Iss, Ohay-Iss-L, N-Iss-M, V-Iss-L, N-Iss-M, F-Iss- 
Lay-T. 

4. K-Ses, F-Ses, T-Ses, Lay-Ses, Ses-T-M, Ses-Ray, P-Lay-Ses, 
P-Ses-T, T-K-Ses, P-Ses-V, Ses-T-Lav, P-Ses-R, M-Ses-P, K-T-M- 

Ses, Ray-D-Scs, M-Iss-S, P-Ses-R, N-Ses-T, K-Ses-Ray. 



5. F-Steh, P-Steh, Way-Steh, Steh-Lay, S-Steh, Lay-Steh, T- 
Steh, Steh-Rav, Steh-D, F-K-Steh, Steh-P, Steh-R-M, T-Steh-F, 
M-M-Ray-Steh, N-T-Steh, T-Ster, F-Ster, Lay-Ster, M-N-Ster, 
Ray-D-M-Ster, P-Ster. 

6. Steh-N-Gay-Ray, Ray-T-Ing-T-Ing, N-Ses-Rav, K-Ses-T-Iss, 
M-X-P-Lay-Steh, Ray-D-K-Lay-Iss, V-Iss-L-Iss, Ray-V-Shay Iss, 
Z-N-Iss, P-P-Lay-R-Iss, M-M-Ray-D-M-Iss, Ish-T-B-Lay, Iss-R- 
M-N-Iss. 



THIRD LESSON. 



Sections 33-40 of the Hand Book. 
REMARRS ON THE WORD-SIGNS. 

(a) In short hand, many frequent occurring words are represented 
by a single character. The characters representing the words are 
called word-signs, and the words represented by the signs are called 
sign- words. 

(b) About two-thirds of the words used by the English-speaking 
people are represented by word-signs and contractions, which are 
formed, in most cases, by one or two movements of the pen. 

(c) The abreviating of the frequent recurring words is a great 
saving of time and labor, and secures a speed of writing that would 
not be possible, if the words were written in full, therefore, it will 
be necessary for the learner to commit the different lists to memory. 
He must, by diligence and patient study, firmly fix the words and 
their signs in the mind, so that whenever the words are heard, or 
seen in print, the signs by which they are represented may be 
instantly suggested. 

(d) The following is suggested as the best method of learning 
the word-signs : Taking two lines at a time, write the sign by which 
the word or words are represented, and at the same time repeat the 
word represented by the word-sign. After the list has been gone 
through with several times, the learner should test his progress in 
memorizing the list by covering the signs with a slip of paper, and 
then write the signs for the words, or what is better, write them 
from another's reading, and continue the practice until the signs 
can be written neatly, in their proper position, and as quickly as 



they would ordinarily be spoken by a good reader. After they can 
be readily written, cover the words and speak them from the signs 
again and again until they are as familiar to the sight as if they 
were written or printed. 

(e) The suggestions given above will apply to all subsequent lists 
of words-signs and contractions, and the learner who desires to 
make the most satisfactory progress will not fail to adopt the 
method, neither will he permit any impatience or indolence to stand 
in the way of his mastering every list and every principle in each 
lesson, for, after once fixing these thoroughly in the mind, the 
practice necessary to attain speed will be a pleasant task. 

Note, — Read carefully Section 33 of the Compendium. 

QUESTIONS. 

(a) Plow are many of the frequent occurring words represented? What are 
the characters representing the words called? What are the words represented 
by the signs called? (b). What proportion of the words used in the leading 
systems of short-hand are represented by word-signs? (c) What is the resuit 
of representing the frequent occurring words by signs? What will be neces- 
sary for the learner to do? (d) Give the method suggested for learning the 
word-signs. How long is the learner to continue the writing and reading of 
the word-signs? W T hat is said about impatience and indolence? 

QUESTIONS FOR. REVIFW. 

(Sec 34) For what purpose is a double letter or hyphen used in the list of 
word-signs? How can we teli which word is intended? (Sec. 35) What does 
the dotted line indicate? Where does the word rest if its position is not indi- 
cated by a dotted line? 

Note. — Before 'proceeding farther, the list of consonant word-signs must be 
thoroughly mastered. 

(Sec. 37, Kem. 1) What is said about omitting the /i-dot? (Eem. 2) What is 
said about the two signs for are? (Rem. 3) When one sign represents two or 
more words how are they distinguished ? (Sec. 38) How is the plural number 
and possessive case of a noun indicated? (2) How do we indicate the third 
person, singular, of a verb in the present tense? (Ans.) By adding Iss. (3) 
What words are added by a circle to pronouns, conjunctions and adverbs? 
(4) What word is added by a circle to prepositions ? (5) What word is added 
by a circle to pronouns ? (Rem. 1) How is thyself indicated ? (Rem. 2) When 
a word-sign representing a verb ends in a circle, how is the third person, sin- 
gular, of the present tense, indicated ? The perfect participle, how ? (Rem. 3) 
For what purpose is the large circle added to pronouns ? (Rem. 4) For what 



purpose is tbe circle for is or his as or has, enlarged ? (Sec. 39) In how many 
positions are the word-signs written ? (1) What is the first position for hori- 
zontals and vowelword-signs? (1, b) What is the first position for perpendic- 
ular and sloping stroke word-signs ? (2) What is the second position for any 
kind of word-signs? (3) What is the third position for horizontals? (3, c) 
What is the third position for full length perpendicular and sloping strokes? 
(Sec. 40) What is a primitive wonl ? (Ans.) "A primitive word is one in no 
way derived from any other in the same language; as mind, faith." What is a 
derivitive word? (Ans.) "A derivitive word is one formed by joining to a 
primitive some letter or syllable to modify its meaning; as remind, faithful. 
How do we represent a derivitive from a sign-word? (What is the substance 
of the "Import and Advice ?" 

WRITING EXERCI8E. 

Note. — The words printed in italics are to be written in long-hand, the others 
with their proper word-sign. 

He will be here several times this week. They hope his influence 
will be obtained. Why do they ask about his language? It is as 
he said in his report. They think he will thank them for the 
advantage it gives. He subjected his plans to her. It will be of 
great advantage for him to come here. They were influenced by 
what she said. He will give tip his kingdom at any time. He 
may take it away for it is his own. They will see him this month. 
It is a very oommon thing to see them together. Do as yon wish 
to be done bv. 



:f(?tt:r,t-e3: i zessotst. 

Sections 41-55 of the Hand Book. 
REMARKS OBJ VOCAEI^ATION. 

(a) There are twelve distinct vowel sounds in the English 
language : six long and six short. The common alphabet provides 
but five letters, a, e, i, o, u, to represent these twelve sounds ; but 
in phonetic short-hand each sound is represented by a distinct 
character, the six long vowels being represented by three heavy 
dots and three heavy dashes ; the six light vowels by three light 
dots and three light dashes. 

(b) The following table will show how the vowels are represented, 
and how they are placed to the consonants. The straight line 
beside which they are placed is no part of the vowel, being used 



10 



only to show the position the dots and dashes occupy. A consonant 
stroke in any other direction, or a curve stem could be used, just 
as well, but for convenience a T stroke is used. 

(c) The vowel sounds are indicated by the Italic letter or letters 
in the word beside the dot or dash representing the vowel. 

I^OISG VOWELS. 



ee 


as in 


eel. 


a 


as in all. 


i. 


SI 


age. 





" ope. 


!• 


i 4 


avm. 

SHORT VOWKI^S. 


00 


" ooze 


1 1 


as in 


it. 





as in on. 


e 


t i 


ell. 


u 


' " U\). 


a 


i ( 


at. 


u 

1 


" full 



(b) The first three characters in the above table are exactly alike 
— heavy dots — but they represent different letters or vowel sounds, 
by reason of the position they occupy to the consonant stroke beside 
which they are placed. So with the light dots, heavy and light 
dashes ; each represents a different sound or vowel, depending upon 
the position it occupies beside the consonant. 

(e) It is called a first-place vowel if written at the beginning of 
the stroke ; a second-jilace if written in the middle ; and a third- 
place if written at the end of the stroke, whether it is placed before 
or after the consonant. 

(f) The sounds represented by the dots and dashes, and their 
positions, must be thoroughly memorized. They should be repeated 
over and over until every sound can be designated by its proper 
sign, and the learner able to tell, instantly, whether it is a dot or 
dash, light or heavy, first, second or third place vowel. 



11 

REMARKS ON WRITING WORDS IN FULt. 

(g) Every word contains one or more consonants and one or 
more vowels. The writing and reading exercise of the first and 
second lesson consists of outlines only; that is, the consonants of 
a word, not words written in full, for that requires both the 
consonants and vowels. 

(h) In writing a word in full the learner must first determine 
what the consonant or consonants of the word are, and then write 
them without taking off the pen ; then determine what the vowel 
or vowels are, and place them to the outlines in accordance with 
the rules to be found in the Compendium. The act of placing the 
vowels is called vocalization. 

QUESTIONS. 

(a) How many vowels are there ? How many are long and how many are 
short? "What letters in the common alphabet represent the vowel sounds? 
What kind of characters represent the long vowels? What kind represent 
the short vowels? (b) AVhat use is made of the straight line beside which the 
vowels are "placed ? Why is the T stroke used in preference to any other 
straight or curved line? (c) Repeat the long vowels. Eepeat the short 
vowels, (d) What kind of characters represent the first three vowels? How 
is the same dot or dash made to represent different vowel sounds ? (e) Explain 
what is meant by a first, second, and third-place vowel. What must be 
thoroughly memorized ? How long should the learner continue to repeat the 
vowel sounds ? (g) What does every word contain? Of what is the first and 
second writing exercise composed ? What is meant by writing a word in full ? 
(h) in writing a word in full what is the first thing to be determined? How 
are the consonants of a word written ? After writing the consonants of a word 
what is then to be determined? Where are the vowels placed? What is an 
outline ? (Ans.) The consonants of a word joined together. What is 
vocalization ? 

QUESTIONS FOR REVIEW. 

(Sec. 47, Rem. 2) What are the vowels denoted by a dot called ? What are 
the vowels denoted by a dash called? (Rem. 3) How should the vowel signs 
be written ? (Rem. 4) How should the dash vowels generally stand ? Is a 
slight variation ever permitted ? (Rem. 7) Before writing a first-place or 
third-place vowel beside a consonant, what is the first thing to be determined ? 
What is the first place for Ray ? What is the first place for a vowel placed 
beside any consonant written upward ? What is the first and third place for 
vowels written to horizontals? (Sec. 49) How should vowels be named? 
(Sec. 50, a) Give the rule for placing a vowel if it is to be read before a 
consonant. Give the rule if the vowel is to be read after the consonant. 
(Sec, 52) How should the consonants of a word, composed only of horizontal 



12 

strokes, be written? (Sec. 53) Where should perpendicular and inclined 
strokes be written? (Sec. 54) How many positions does the reporter recognize 
for words? In what position does he write words when their accented vowel 
is first-place? When it is second-place? When it is third-place? Row does 
the following of this rule benefit the reporter? What does the position of a 
word serve to point out? Are the positions recognized in the word-signs? 
(Sec. 55) Are words ever written out of the position denoted by their accented 
vowel; if so, why? W T hyis the sign for any written in the first position ? Why 
is the sign for him written on the line? Why is the sign for own written below 
the line? What is the most convenient position for writing words? (b) Are 
word-signs which strictly belong to the first or third position ever put in the 
second position ? 

WRITING EXERCISES. 

Write and vocalize the following words, placing the consonant 
on, below, through, or above the line according to the position of 
the vowel, or accented vowel : 

Pay, Key, day, jaw, toe, woe, neigh, shaw, fee, bay, lay, go, sow, 
ma, thaw, coo, knee, woo, hoe, pa, show. 

Ope, etch, ash, aim, ape, oath, eat, oar, eke, Ann, ebb, eight, 
ease, odd, Eve, ache, add, ill, edge, ear, egg, aid. 

Eighty, essay, Eddie, allay, easy, obey, Ella, abbey, Esau. 

In the following sentences the words printed in Italics are to be 
written in long-hand, the others in short-hand. 

He saw Eddie bay an awl. 

They saw him go down the alley. . 

It was said they would aid him. 

He made oath that his age was eighty. 

Annie and Joe will pay eight cents and see the ;ipe. 

She read my essay to them that day. 

He came away before he had anything to eat. 

It was his aim to use good language. 

He bought a hoe at the bay. 



13 



Sections 56-77 of the Hand-Book. 

VOCALIZATION OF CONSONANT-STROKES WITH CIRCLES OK LOOPS. 
VOWEL WORD-SIGNS. 

QUESTIONS FOR REVIEW. 

(Sec. 56) How is a circle or loop at the beginning of a consonant-stroke to be 
read? (Sec. 61) When is a circle or loop at the end of a consonant-stroke to 
be read ? (Sec. 65) The large circle is used to represent what kind of a sylla- 
ble ? May the large circle be vocalized with other vowels, if so, how ? 
(Sec. 66) For what purpose is the large circle used ? (2) Is it ever used in the 
middle of a word? (3) Is it ever used at the beginning of a word ? (Sec. 67) 
Give the rule for vocalizing a consonant stroke with a circle or loop attached. 

Remarks. — (a) All the consonant letters except, Chay, J. K, 
G;iy, Ith, Thee, Ish, Zhay, and M, are represented by other char- 
acters than the stroke, that is to say, in addition to their being 
represented by a stroke they are represented by a circle, semi-circle, 
hook, loop, or a stroke made half length. 

(b) Permitting different signs for the same sound, and allowing 
some to be written upward and downward, adds to the beauty, line- 
ality, and speed in writing. 

(c) It will naturally be supposed, that of two or more signs for 
the same sound, the briefest would always be chosen; but, for the 
purpose of vocalization, 'convenience of joining, or legibility, a 
consonant cannot always be represented by its briefer sign, and in 
its stead the stroke sign must be used. The circle for s is generally 
used for that letter except under the following rules, in which case 
it is necessary to represent s by the strokes : 

I. When s is the only consonant in the word, thus, ") saw, 
)* see. 
II. When two s sounds are the only consonants in the word, 
one of them must be represented by the stroke, thus, Y cease, 
/)' saucy. 

III. When two vowels, or a vowel and a diphthong comes be- 
tween 6* and another consonant, thus, Y science, "^ chaos. 



14 

IV. When s is the first consonant in the word and is preceded 

by an initial vowel, thus, ^__ ask, } Espy. 

V. When 5 is the last consonant in a word and is followed by 

a final vowel, thus, </~V also, f~)' Elsie. 

(d) The rules governing the use of the stroke -for s applies in the 
use of the stroke for z, with the following addition: Always use the 
stroke for z when it begins a word. 

QUESTIONS. 

(a) What consonant letters are not represented by any character except the 
stroke ? Name the signs by which some of the consonants are represented 
otherwise than by the stroke. 

(b) Permitting different signs for the same sound adds what ? (c) Why do 
we not always use the briefest sign for a sound ? Give the first rule for rep- 
resenting s by the stroke. Give the second rule. Give the third rule. Give 
the fourth rule. Give the fifth rule, (d) What additional rule is given for 
the use of the stroke for z ? 

YOWEI, WORD-SIGNS. 

Remark. — In order to make use of all the shorthand material 
possible, the dot and dash vowels are used as word-signs for frequent 
occurring words. The light and heavy dashes are written in two 
positions, above and on the line, and in the direction of P, T, Chay, 
as shown in Sec. 69 of the Compendium. 

QUESTIONS FOR. REVIEW. 

Tn how many positions are the dash vowels written? What are the direc- 
tions in which they are written ? (Sec. 69, 2) Is it necessary to distinguish a 
from an or and? How can it be determined which is intended? (Rem. 3) 
How may whose, who has, or who is be written? (Rem. 4) How may owing be 
represented ? (Sec. 70) AVhat is the direction for the tick for the when joined 
to a preceding or following stroke ? (Ans.) In the direction of P, Ray or Chay* 
When the tick for the is joined to as <>r his in what direction is it written f 
{Ans.) In the direction of Chay. (Rem. 1) What is said about writing the tick 
for the to or and his? (Rem. 2) AVhat is said about joining the tick for the to 
a following word ? (Sec. 71) How may a, an or and he joined to a preceding 
or following stroke ? {Ans.) By a tick in the direction of T or K. (Rem. 1) 
What is said about joining a, an or and? (Rem. 2, a) In writing and but, where 
does the tick for but rest? in writing and a, and an, where does the tick for 



15 

and rest ? (b) In writing and should, where does the tick for and rest? In 
writing and the, where does it rest ? (Sec. 72) When on and should stand alone, 
how are they generally written ? (b) How are they generally written when 
joined to other words? 

Note. — The ticks for a, an, and and the, are joined to words written in full as well as to 
word-signs. 

ADVICE. 

The consonant and vowel-word-signs are among the most frequent 
words used in writing and speaking. The necessity of thoroughly 
committing them to memory is obvious, and the learner who has 
the desire and ambition to succeed in shorthand will not fail to 
apply himself to the task before him. In the very beginning of 
your phonographic study resolve to be patient and to master thor- 
oughly every lesson; in that way, the principles of each advanced 
lesson will be more easily mastered ond more firmly fixed in the 
mind. 

Do not fail to learn all about the word-signs joined by ticks and 
the manner of joining them ; master every principle to which the 
questions refer, and apply your knowledge by writing again and 
again the exercises in the writing lesson. In reading a book or 
newspaper, it is a good practice to recall the sign representing the 
sign-words and the manner of joining them ; this will enable you 
to more quickly master the word-signs and the principles governing 
their formation and application. 

When we say "thoroughly master every word-sign and principle 
in the present lesson," remember it applies with equal force to 
every word-sign mid every principle in each subsequent lesson, and 
the learner who heeds this advice and makes the suggestions con- 
tained therein a part of his daily practice, will surely become an 
accomplished amanuensis or a first-class reporter. 

Question. — What is the substance of the remarks under "Advice ?" 

WRITING EXERCISE. 

Write the outlines for the following words, in their proper posi- 
tion, and vocalize : 

Seat, soap, said, sage, sake, safe, sive, stay, same, seal, slow, sight 
soar, sing, state, store, sway, some, snow, safe, season, Cicero, 
stitch, steam, state, soup, stiff, sunny, sing, sash, sallow, Stella, stage. 

Piece, days, face, cheese, bows, oats, loose, mace, nose, just, 
saws, woes, haste, shows, past, most, nest, bases, pays, master, jest 



16 

mast, west, safest, laces, excesses, Chester, causes, boaster, hisses, 
faster, Moses, cost, honest, possess, excess, vaces, sits, success, 
vaster, sashes, Alice, Lester, cities, sages, exhaust, desist, Missis- 
sippi, possessive, saw, ace, cease, sauce, essay, chaos, Boaz, ask, 
Espy, acid, eschew, asp, also, lassie, Gussie, zero, Zaney, cozy, 
lazy, hazy. 

In the following sentences the words in Italics are to be written 
in longhand, the sign-words by their proper signs, joining the ticks 
for a, and. an and the, if they come under the rule for joining, and 
the remainder of the words to be written by their proper outlines, 
and vocalized. 

And it had come to this now that he ivould not speak to them. 
He did as he was bid and ivent away, but it Avas not to his advan- 
tage to do so. All she said to him was true. He who thinks he 
knows the most usually knows the least of all. It was the best 
tiling they could do in the case. He ivent past us just now but he 
will return soon. I will go and see them about this thing. Your 
duty to your family comes first. It is best to be honest all the 
time. She said the mercury was down to zero. He is a lazy fellow 
for he does not study as he ought. It may be to his advantage t«> 
come on here, but it is not a case of necessity. It will be a test 
ease, but not the first one of the kind. I think he will thank him 
if he uses his influence to the best advantage. They will set out 
on the journey some day this iceeh. Alice will pay for her osage 
orange. He saw the lassie lasso a steer. They who ask justice 
should be willing to give it. 



SIXTH LESSON. 



Sections 78-104 of the Hand Book. 
PUNCTUATION, ACCENT, NIMBERS, ETC. 

QUESTIONS FOE REVIEW. 

(Sec. 87) What are the two marks employed for the period? How should 
the cross be made? Where is it principally employed? What is said of the 
second or long period? (Sec. 79) How may the accent of a word be shown? 
(Sec. 80) How is emphasis indicated? (b) If a single line is employed how 
must it be made? (Sec. 81) How is a capital letter denoted? (Sec. 82) Num- 
bers are usually expressed by the ordinary figures, with but three exceptions; 
what Hie the exceptions? (Sec. 83) What is said about writing the initials 
of namee? 



17 

Remark. — With the exception of C, Q, X, and the vowels, it is 
perfectly safe to write the shorthand signs instead of the longhand 
letters, for all initials. This has been our own practice, and we 
have never experienced the least trouble in reading our notes. 



DIPHTHONGS. 

(Sec. 87.) What is a diphthong? (Kern. 1.) What are the vowels compos- 
ing the diphthongs called ? (Sec. 88.) Diphthongs are divided into how- 
many classes ? What are they called ? (Sec. 89.) What are the close diph- 
thongs ? (Rem. 1.) What are the two elements composing (he close diphthong ? 
In what way does an open differ from a close diphthong ? (Ans.) One of the 
elements of an open diphthong is long. (Sec. 97.) What kind of characters 
are employed to represeut the four close diphthongs ? What are the two 
positions in which the diphthongs are written ? (Arts.) First and third. 
(Rem. 1.) Is the direction of the diphthongs ever varied? The diphthong i 
should always open how ? For oi and ou? Forew? (Rem. 2.) How are the 
two strokes for the diphthongs made? (Rem. 4.) Does the sound eiv ever 
begin a syllable? (Sec. 99.) When two vowels come before or after a single 
stroke how are they written ? (Rem. 2.) When two vowels come between two 
consonant-strokes how are they written ? Are the two vowels ever written 
beside one consonant ? (Sec. 101.) When may initial i and oi be joined to a 
following stroke? Is ou and ew ever joined to a preceding stroke? 



WORD-SIGNS AND CONTRACTIONS. 

(Sec. 102.) In what way does the word-sign for ay and aye differ from the 
word-sign for / and eye? ( Ans.) The first-half of the sign is made heavy. 
(Rem. 1.) How may the word eyes be written ? The word eyed? Eying, how ? 
(Rem. 2.) What is said about omitting the h-dot from the word-sign for high? 
How may the word highness be written ? The word height, how ? How is higher 
written ? 

Remark. — In the reporting style the word-sign for how is written 
with a tick below the line, in the direction of Chay, or when joined 
to a following word it may be written in the direction of P or Ray. 
We suggest that the pupil learn the reporting sign rather than the 
angular mark. 

Questions. — What is the reporting sign for how? How may the sign be 
written when joined to a following word ? 



18 

THE PRONOVN I JOINED. 

Eemark. — The pronoun I is of such frequent occurrence, 
provision is made for joining it to words; but, when so joined but 
one-half of the sign is written; that is, a little tick in the direction 
of P, Chay or Bay, choosing, as in the case of the other ticks, the 
one which is most variant from the stroke to which it is attached, 
as illustrated in Sec. 103. 

Questions. — What are the three directions in which the tick for J may be 
written ? (Sec. 103 Rem.) When I is joined to a preceding stroke, or between 
two words, what direction does the tick take? 

Note. — Learn the word-signs for highly, I-will, now, and knew. 

(Sec. 104, Rem. 2.) The term "contraction" is employed to denote what? 
The term "word-sign" is applied to what? 

WRIXI2SG EXERCISE. 

Write the following words in their proper position, and vocalize: 

Tie, vice, guise, skies, pies, sight, shi, slices, signs, sigh, sliced, 
die, styles, ire, ice, highness, ivy, eyes. 

Toy, joy, boys, alloy, oil, hoist, noised, choices, voices. 

Vow, bow, Dow, allow, house, owl, mow, slough, cow, scow. 

Due, fused, Jews, Hugh, lieu, slew, pew, accuse, chews, suit, 
views, adieu, fused. 

Idea, Ohio, snowv, iota, Leah, payee. 

Join the ticks for the, a, and, an, and I, in the following phrases: 

I am, but the, I shall, of the, I will, as a, is the, as the, I do, or 
the, on the, but an, for tne, and they, all the, and should, should 
the, and ought, to the, or a, or the, and if, and but, but a, if I may, 
do a, have an. 

The words in Italics, in the following sentences, are to be written 
in long-hand, the others in short-hand: 

He is already on his way to the city. Was it his wish to go 
there on the day named ? The ice was bought by Jessy for the 
guests at the party. They came to the city just as they usually do 
on such occasions. I think I shall go out and see him the first 
opportunity I have. The boy says he is from Ohio. I am sure 
they will give him a pass. I wish he would come this way, for it 
is already too late for him to go past the bay. The boy chased the 
cow on the ice. 



19 



szetvzeilttih: lbssok. 



Sections 105-114 of the Hand Book. 

METHOD OE PLACING VOWELS BETWEEN 
CONSONANT STROKES. 

(Sec. 105.) Where are all first-place, and long second-place vowels written ? 
(2) Where are all third-place and short second-place vowels written? 

Note.— Read carefulty Sec. 106. 

(Sec. 107.) Is the non-observance of the rules for placing vowels ever 
permitted.? (Kem.) How should the parts of a compound word be vocalized ? 
(Sec. 109.) Give the rule for writing two vowels between two strokes. (Sec. 
110.) Give the rule for reading words composed of more than one consonant 
stroke. 

Remarks ojst Vocalization. — (a) But few vowels are used' in 
the briefest or reporting style of short-hand; the outline of a word 
together with the position explained in Sec. 52, 53, 54, of the 
Hand Book, is generally sufficient to determine what the word is. 

(b) In addition to the word-signs the learner should endeavor to 
become familiar with the outlines of the frequent occurring words, 
and to omit, as soon as he can safely do so, the unaccented vowels. 
The more consonants there are in a word the less need there is of 
vocalizing. 

(c) The vowels in their importance are as follows: First, accented; 
second, diphthongs; third, initial and final; fourth, medial and 
accented. 

(d) When the learner has made sufficient progress to warrant 
his omitting the unaccented vowels, he should, as soon as possible, 
omit both the initial and final, and then the diphthongs and 
accented vowels, and at the earliest possible moment every vowel 
should be dispensed with, except an occasional one inserted for 
greater legibility. 

(e) The above are only given as suggestions as to what'the learner 
may do, and are not to be considered as' rules to be invariably 
followed; some students may safely omit more vowels than others, 



20 

and each must judge for himself as to the extent to which vocal- 
izing can be dispensed with. 

Questions. — (a) What is said about vowels in the reporting style? What is 
generally sufficient to determine the word? (b) What should the learner 
endeavor to become familiar with? What is said about the omission of 
vowels? Which has the greater need of being vocalized, words of few or 
many consonants? (c) Name the vowels in the order Of their importance. 
(d) What is said about omitting them? 

PREFIXES AISO AFFIXES. 

What is a prefix? (Ans.) A syllable put to the beginning of a word* 
What is an affix? (Ans.) A syllable' added to a word. 

(Sec. 111.) What is the prefix for con and com? (Rem. 1.) Should these 
prefixes be written before or after the remainder of the word? (Rem. 2.\ 
What is said about omitting these prefixes by the reporter? (Sec. 112.) How 
may the affix ing be expressed? What is denoted by a heavy dot? (c) When 
is lng-Iss usually employed for ings? (Rem.) When should not the dot for 
ing and ings be employed? (b) As a general rule, how is the affix ing best 
expressed when it forms part of a noun? (Sec. 113.) How may ing and a 
following the be expressed? (Rem.) Which of the two directions for the tick 
for the is employed? (Sec. 114.) How may ing with a following a, an, or and, be 
expressed? (Rem.) Of the two directions for the tick, which one is chosen? 

WRITING EXERCISE. 

In the following words, write both the consonants and vowels. 

Take, bake, peach, botch, cap, king, team, shake, fame, gem, 
deck, epoch, thyme, name, ark, cape, moth, chap, both, maim, 
leap, make, path, tame, poem, love, jam, push, shape, cash, Dutch, 
beg, navy, shadow, ga. 

Escape, magic, passage, damage, rebuke, monster, baggage, cab- 
bage, month, Jacob, Timothy, dogma, topic, rasp, decisive, beseech? 
dusty, infamy, Eomish, cubic, revenue, invest, Chicago, vacate, 
tomato, Jamaica. 

Compose, consume, confess, conscious, convey,consist,accompany, 
conceive, conveying, shadowing, packing, asking, deceiving, kings, 
wrongs, doing the, making a, showing a, facing and, having the, 
hoping the, subjecting a. 

In the following sentences, write the proper sign for the sign- 
words, and the correct outline for all the other words; none of 
them are to be written in long-hand: 



21 

They said it was all a myth. The next day Jacob came on the 
road past the mill. I am thinking of his coming back to the city. 
Many who are first shall be last, and the last, first. Common sense 
is of much use in our lives. Your first duty is to your family. He 
came for his baggage a month ago. Honesty is said to be the best 
policy at all times. Does he know his way to the city? He is 
keeping his money for his mamma. The richest miser is a slave to 
his riches. She fears they will take advantage of him because he 
is poor and needy. If they ask for justice, he should be willing to 
give it. They ought to give up chewing and smoking tobacco. 

EIGHTH LZESSOICT. 



Sections 115-144. 
DIFFERENT MODES OF EXPRESSING W AND Y. 

(a) Although w and y may be expressed by brief signs, there are 
cases where the stroke must be employed. The rules governing 
the use of the stroke for w are as follows: 

I. When w is the only consonant in the word. 

II. When initial to is followed by Iss, Steh, or Ster. 

III. When initial Iss- Way are the only consonants in the word, 
or when they are followed by P, B, K, Lay, or Ing. 

IV. When w follows an initial vowel. 

(b) For illustrations of the above rules see Section 117, 1, 2, 3, 4. 

QUESTIONS FOR REVIEW. 

W is represented in how many ways? (Ans.) Three; by the stroke, the brief 
sign, and the hook. 

(a) Give the four rules for using the Way stroke. (Sec. 118; 1, 2, 3.) Repeat 
the three rules for the use of the stroke for y. Sec. 119, Rem.) What are the 
syllable names of the brief signs for w and y ? (Sec. 120.) On what four letters 
is to joined as a hook? (Sec. 121.) How is brief Yay joined to a stroke? 
(Rem,) How is it determined whether Yeh or Yuh is to be employed ? (Sec. 122.) 
Repeat the rule for reading a consonant stroke with a brief Yay or Way 
joined. (Sec. 123, 2.) To which one of the Way-hooks may the circle be prefixed? 
(3) Is the hook f or w ever written between stroke? (Seel 24. 1.) When is the 
brief sign for w usually employed ? Is the brief sign for both w and y ever 
written between strokes? {Ans.) Yes, occasionally. When may the circle be 
prefixed to the brief signs for w? (Ans.) When the brief sign is joined to any 
consonant-stroke except P, B, K, Gay, and Ing. 



22 

Remark.- — The expressing of w and y by brief signs in the 
vowel places, as explained in sections 126-132, is but little used by 
stenographers at the present day. The pupil is advised to learn the 
table (sections 131-132), however, as it w.ll take but a few moments 
to do so, for the expressing of w with a following vowel by detach- 
ing the brief sign is convenient in a few such words as dwell and 
quake; see section 135. 

(Sec. 138.) How is w prefixed to to the diphthongs i, oi, ouf (Sec. 139.) Is it 
ever allowable to join the angular sign for wi to a following consonant? 

Note.— The use of the right angle to represent ivi, ivoi, wou, is but little used. 

Before proceeding further 'the list of Way and Yay word-signs 
and contractions must be learned. 

(Sec. 140, 2.) How is with me, with my, and we may, written? How is with him, 
written? (b) How is we rw>, written? 

Remark. — We cannot impress too strongly, or too often, the 
fact that the word-signs and contractions must be thoroughly 
mastered, and that no method of study will obviate the necessity 
of a perfect familiarity with every list. 

(Sec. 143, 1.) What is said about writing the sign for objectf (2) What is 
said about having a contracted outline stand for two wores? (3) How are 

irregularly, peculiarly, regularly, and familiarly, formed? 

WRITING EXERCISE. 

Write the outlines for the following words, representing w and y 
by the stroke, brief sign, or hook for w, in accordance with the 
rules given in this lesson: 

Woe, west, wise, wait, awake, war, swim, wasp, woo, yes, wave, 
yeast, swallow, swore, wore, yellow, acquire, wall, wait, sweet, wasp, 
youth, twain, wail, yawn, await, wifely, worthless, equity, widow, 
washing, wings. 

Wide, unison, Owasco, wig, wine, switch, twitch, Willie, Swede, 
eulogy, eulogium, Owego, wage, sweep, swab, swag, web, wine, 
swore, web, yawn, oyer, Edwin, D wight, unyoke, wipe, Ipswich, 
quench, yacht, yelk, yawn, twang, wait, watch, yore, window, quire, 
warehouse, Wimley. 

Remarks. — The principle of joining is, as, his, has, self, a, an 
and, the and /, may be extended to the joining of many words of 



23 

frequent occurrence, providing they form a phrase or clause. 
Joining words is called phrase-writing, and the use of it greatly 
increases speed as well as legibility, in case it is done in accordance 
with the rules to be found in sections 242-244, which sections the 
learner is advised to read over very carefully. 

All the words in the following sentences are to be written in 
short-hand; the words joined by a hyphen are to be written without 
taking off the pen. The first word of the phrase is written in its 
proper position, the second is joined to the end of the first, the 
third to the end of the second, and so on with all the words in the 
phrase. When the words to be joined are not word-signs, they are 
to be vocalized. 

He may-think he-is doing right. Are-you-ready for- the task? 
I-am-going into-the city. You-may do-the work if-you wish. It-is 
to-your. advantage to-do as he-says. They came with-a yoke of 
oxen. Those boys of -yours make too-much noise, and-we-hope- 
you-will cause-them to desist. James was-a-knave, but-they never 
knew it. You-may-look for-them next week. Jacob, you-may-go 
out on-the-sea the last of-the-month. It-should-be as-they wish 
in-this-case, for-they-were-the first to-make-the request, "it-was 
to-his-disadvantage, but he-will come out all-right yet. Beyond this, 
I-know-nothing of-the affair. We are aware of-your wrong-doing, 
but, we-have-no-desire to use our knowledge to-your disadvantage. 
I-am-going out to-his" farm (F-R-M) to see if-things are all-right. 



iisriisrTH: lessor. 



Sections 144158 of the Hand Book. 

DIFFERENT MODES OF EXPRESSING H. 

(Sec. 144.) H is represented in how many ways? Name them. (Sec. 145.) 
How may the simple vowels and diphthongs be aspirated ? (Sec. 146.) How 
should the A-dol be written beside the dash-vowels ? (b) How is it written 
beside the dot-vowels ? (Rem. 1, b.) How should the A-dot always be read ? 
(Rem. 2.) What is said about omitting- the A-dot ? 

Before what consonant-stroke is the dot for h generally used ? (Ans.) P. B. 
D. T. F. V. Ith, Thee, N. and Ing. (Rem. 4.) How is h employed as a tick? 
(Rem. 5.) How is he represented in the reporting style? (Rem. 5, b.) When he 
is joined by a tick to a preceding stroke, how is it distinguished from the? To 



24 

what consonant stroke is h joined by a tick? (Ans.) To Chay, J, K, Gay, M, 
Lay, R and Way. To what other signs may it be joined ? (Ans.) To any brief 
Way sign, as in section 148, 2 ; also to the w-hook on M and N, as in section 
148, 3, c. The w-hook on Lay and Ray is aspirated how ? (Ans.) By shading 
the hook as illustrated in the word wheel, section 3, b. (Section 149, 1, 2, 3, 4> 
5.) Give the rules for the use of the Hay-stroke? 

Remarks. — The reporter usually omits h except in those cases 
where it is necessary to use the stroke as given in the rules under 
section 149. In all other cases where it is deemed necessary to 
express aspiration, it is generally sufficient to write the vowel that 
follows the h. 

DIFFERENT MODES OF REPRESENTING It, 

(a) Of the two strokes for r, R and Ray, the up or clown stroke 
is used, according as an initial vowel does or does not precede, or a 
final vowel follow; this is not a general rule, hut the extent to 
which it can be applied adds greatly to legibility where the vowels 
are omitted, as will be seen by the following rules : 

(b) INITIAL R. The up-stroke for r is generally used when it 
is the first consonant in a word, whether a vowel precedes or not, 
unless the second consonant is P, B, K, Gay, Lay, or M, then use 
the down stroke for r, providing it is preceded by an initial vowel. 

(c) When r is the first consonant, and followed by M, always use 
the down stroke whether a vowel precedes or not. 

(d) FINAL R. The upstroke for r is generally used when it is 
the last consonant in a word and followed by a final vowel, but in 
case the r is preceded by Ith, Thee, or M, the up-stroke must be 
used whether a vowel follows or not. 

(e) The down stroke for r is generally used when r is the last 
consonant and not followed by a final vowel, 

DIFFERENT DIRECTIONS OF THE STROKE FOR E. 

(f) The two strokes for / (Lay and L) are generally used in 
accordance with the following rules : 

(g) INITIAL L. Lay is generally employed when I is the only 
stroke consonont in the word, and when it is the first consonant, 



25 

whether a vowel precedes or not, unless the second consonant is K, 
Gay, M, N, or Ing, then use the down stroke for I, providing it is 
preceded by an initial vowel. 

(h) FINAL L. When I is the last consonant in a word and 
followed by a final vowel, it is generally written upward. 

(i) It is also written upward when I is the last consonant and 
preceded by P, B, T, D, K, Gay, Chay, J, or M, whether it is 
followed by a tinal vowel or not. 

(j) The down stroke for I is generally employed when it is the 
last consonant in a word, and not followed by a final vowel, and 
preceded by F, V, Ith, Thee, Ray, N, or Ing. 

(k) Always write the clown stroke for / after Ing, whether a 
vowel follows or not. 

Note— Illustrations of the manner of writing the different strokes for 1 and r will be 
found in sections 151-156. 

QUESTIONS. 

What is said about the reporter omitting h? When the stroke for h is not 
used, how does he express aspiration ? (a) What is the general rule for 
employing the two strokes for rf (b) When is the up stroke for r generally 
used at the beginning of a word ? (c) Which stroke is used when r is the first 
consonant and followed by M ? What is the general rule for writing the up 
stroke for r at the end of a word? 

(e) When is the down stroke for r employed at the end of a word ? (g) What 
is the rule for writing I at the beginning of a word? (h) How is I written 
when it is the last consonant in a word, and followed by a final vowel ? (i) 
After what letters is / always written upward at the end of a word, whether a 
vowel follows or not? (j) When is the down stroke for /generally employed 
at the end of a word ? (k) Which stroke for I is invariably written for / after 
Ing? 

DIFFERENT DIRECTIONS OE THE STROKE FORSH, 

Questions.— (Sec. 157.) How may the stroke for sh be written ? What is the 
upward stroke called ? The downward? (Sec. 156, 1.) Which stroke is used 
when sh is the only consonant in the word? (2, 3, 4.) Give the rule for writing 
Shay. 

Eemarks. — The rules governing the writing of the letters 
treated of in this lesson are not such as the advanced writer will 
adhere to in every case that may arise in his practice. A word may 



26 

have such a long outline, or the joining of the strokes may be so 
difficult, that it would be better to write the upward stroke where 
the general rule would require the downward; or it might be better 
to use the stroke for h rather than any of its brief signs. And 
then, too, the use of the shortening principle, the hooks, the rules 
for contracting words, to be given in a subsequent lesson, will 
necessarily lead to the violation of some of the 'above rules. 

Of course, there will be some hesitancy on the part of the learner 
in deciding which stroke should be used, but the same thing will 
occur in the application of every new principle and rule, and in 
order to overcome this, there- should be an effort to so thoroughly 
familiarize the principles, in every lesson, that there shall be no 
more hesitancy in knowing when and how to properly use them 
than there is in the writing of words in the common longhand. 

The learner who shirks the labor necessary to thoroughly master 
every rule and principle in each lesson, and apply the same in much 
writing, may safely conclude that he has not the necessary qualifi- 
cations t© succeed in shorthand, or any other profession, w r here 
close application and faithful study are necessary to success. 

WRITING EXERCISES. 

In the following words, h is to be expressed in accordance with 
the rules given for that letter. 

Hop, hate, hen, heat, heap, hash, hood, white, half, hive, heaving, 
hath, hang, head, Hoyt, hod, hoop. 

Hitch, hag, ham, haw, hale, hack, Hodge, huge, whistle, whisky, 
whack, hem, hug, hearse, hog, hoggish, harm, harmony, help, 
health, harp, whey, hackney, horseback, harm, hominy. 

Whip, wheat, whig, Whitely, whoop, whack, whiff, whine, whale, 
whim, wharfage, whence, wheel, whilst, whelp. 

Hoe, hag, hue, Ohio, Hoy, haste, hasty, hosannah, house. 

In the following words place the vowel, if it has but one, and the 
accented, if it has more than one vowel. 

Eack, rope, rail, ray, rose, rate, rogue, erroneous, rich, rake, 
arch, ark, aroma, room, resume, Arp, Arab, armies, Kome, remedy, 
argue, early, Eomack, irksome. 



Parry, dairy, Mary, carry, sorrow, theory, cherry, tarry, Cora, 
Henry, gory, narrow, misery, poor, door, sir, severe, store, jar, 
sore, fear, source, easier, desire, wiser, error. 

Ale, seal, less, lap, look, lame, likeness, ledge, lady, lawyer, 
Leroy, elk, alike, lank, alumni, elm, Almira, lesson. 

Pillow, valley, ball, gale, swallow, dale, pile, vowel, fail, kingly, 
nail, rail, Ithel, vale, Emily, palace, puzzle, swell, mellow, file, 
filley, lion. 

Shawl, shallow, shoal, abolish, slush, gush, lash, dash, tissue, 
tush, mush, hash, cash, bush, Shaw, ash, Jewish, Nash. 

In the following sentences the words connected by a hyphen are 
to be joined. If any of the words joined are not word-signs or 
contractions, they are to be vocalized. 

He hit-the boy a whack with-a stick. He-has-a white hat. In- 
the heat of-the day they go up-the high hill. The boy is to young 
to-go to- Yale. Many-have-said he-is-a worthless youth, You- 
may hitch-the horse to-the hack aud-take-the weeping widow home. 
He-will-be here the last of next week, with-the wheat. While at- 
sea they-saw-a huge whale. While out walking he saw-the 
youngster steal a-harp. They-said, "we- will abolish-the law, for-it 
works to-the disadvantage of-the poor." She lost her shawl and - 
hood while on-the road. He saw a-lame mule by-the hedge. He 
stole-the cash and-hid it in-the bush in-the valley, She-may-recite 
her-lesson in-zoology to-day, and to-morrow she-may-go and-see-the 
lion, the elk, and-the seal. You-may-go and-see-Mary, if-you 
desire. The rich-miser always-rode on-horseback. 

TBlsTTH LESSOR. 



Sections 159179 of the Hand-Hook. 
INITIAL HOOKS FOR I* AND H. 

Remark. — In the second lesson it was stated that each advanced 
lesson would be, in reality, but the presentation of some new 
principle of abbreviation. In this lesson is presented the principle 
of representing the frequent occuring letters, I and r, by an initial 
hook, written to all the straight and a part of the curved strokes. 

Questions. — What was stated in the second lesson? What new principle 
is presented in this lesson ? 
Note. — Read carefully sections 159-160. 



28 

QUESTIONS FOR REVIEW. 

(Sec. 1G0.) What are the five modes of modifying the consonant strokes? 
(Sec. 161, a.) On which side of P, B, T, D, Chay and J, is the /-hook written? 
On which side of K and Gay is it written? On what curved strokes is the 
small /-hook written? (Ans.) F, V, 1th, Thee, Ish, Zhay and Yay. (b.) What 
is said about writing the /-hook on Ish and Zhay? (Rem. 2.) On what three 
consonant strokes is the hook enlarged for If (Rem* 2, b.) Why is it neces- 
sary to enlarge the hook? 

The .B-Hook.— (Sec. 162.) On which side of P, B, T, D, Chay and J, is 
the r-hook written? On which side of K and Gay is it written? On what 
curve strokes is the r-hook written? {Ans.) F, V, Ith, Thee, Ish, Zhay, M 

and N. 

Remark. — As a small hook on P, V, Ith, and Thee, is employed 
for I, it is necessary, in order to write an r-hook on these letters, 
to reverse them, or turn them over, and when so reversed they 
appear as follows: ^ , F with the r-hook, ^ , V with the 
r-hook ^ ? Itli with the r-hook, J , Thee with the r-hook. 
No confusion will result from this change when it is remembered 
that the strokes for R, Way, S, and Z, do not take the r-hook, 
therefore, the outline cannot be read for these consonant strokes 
with the r-hook prefixed. This slight change may be made to 
assist in remembering the r-hook, in that it brings it on the left- 
hand side of all the perpendicular and sloping strokes. 

QUESTIONS. 

What is neceesary in order to write the r-hook on F, V, Ith, and Thee ? Why 
will no confusion result from this change? How will this change assist in 
remembering the r-hook? (Sec. 162. b.) What is said about writing the r-hook 
on Ish and Zhay ? (Sec. 163.) What is necessary in order to write, the r-hook 
on M and N ? (Rem. 1.) Why is it necessary to shade M and N ? (Sec. 164, 
Rem. 1.) As the / and r-hook cannot always be perfectly formed, what is 
necessary? (Sec. 166.) For what purpose is the / and r-hook principally used? 
(b) Is it ever allowable to use the / and r-hook when an unaccented vowel 
comes between the stroke and the hook ? 

VOCALISATION. 

QUESTIONS FOR REVIEW. 

(Sec. 167.) When a vowel is written beside an / and r-hook sign how should 
it be read? (8ec. 168.) How are inconvenient outlines sometimes avoided? 
(Sec. 169, 1.) When a long dot-vowel is to be read between a stroke and the / or 



29 

r-hook, how is it indicated ? If it is a light dot-vowel, how ? (3) How are 
the dash vowels written if they come between the stroke and the hook? (4) 
How are the angles or semicircles written ? How is the small circle prefixed 
to an Z-hook? (Ans.) By forming it distinctly within the circle as in para- 
graph 170. 

ISS, SES, AND STEH PREFIXED TO AN R-HOOK SIGN. 

Questions. — (Sec. 171.) Making the r-hook into a small circle prefixes what 
letter? Into a large circle, what? (1) On what strokes is it allowable to 
make the r-hook into a small or large circle ? How is the small or large 
circle prefixed when one straight stroke follows another in the same direc- 
tion ? {Ans.) By writing the circle on the left-hand side of P, B, T, and D, 
and on the under side of K and Gay, as illustrated in section 171, 2. When 
P, B, T, or D, is followed by Iss-Ker or Iss-Ger, how is the s and r indicated ? 
(Ans.) By turning the circle on the right-hand side of P, B, T, D, and on the 
under side of K and Gay, as illustrated in section 171, 3. In all other cases 
how is the small circle prefixed to r between strokes ? (Ans.) By writing it 
distinctly within the hook, as illustrated in section 171, b. 
Note. — Read carefully remarks, 1, 2, 3, under section 171. 

(Sec. 172, a.) Is the Ster-\oop ever prefixed to an r-hook sign ? (c) When and 
how is the /SWi-loop prefixed to the straight line r-hook signs ? (Sec. 173) The 
use of the loops and circles to imply an r-hook may be distinguished from 
their ordinary use, how? 

WRITING EXERCISE. 

Play, pray, blow, brow, addle, adder, tree, eagle, fly, fray, glow, 
evil, honor, offer, only, claws, prays, classes, freeze, crosses, Homer. 

Spill, spray, skill, sprays, screw, civil, stray, discloses, title, 
minor, frame, flame, phrase, scream, enlist, analogy, scrape, blame, 
plaster, averse, claim, drop, drip, final, dinner, journal, inner, 
relish, trickle. 

College, speaker, scrap, settle, stray, archer, north, explore, 
trouble, likely, prosper, destroy, disclose, supreme, disclose, 
marshal, vulgar, final, scraper, penal, presume, blotter, tunnel, 
steeple, spring, peaceful, prisoner, subscribe, apple-tree, flavor, 
sister, extreme, deceitful, distress, prescribe, bushel, problem, 
radical, vulgar, purchase, journey, civilized. 

In the following sentences the words connected by hyphens are 
to be joined. 

While at-the bridge he-placed a-frame over-the flower to keep 
off- the rays of -the sun. It-is a-disgrace and-miserable folly to- 



30 

grow-angry at trifles. The month of- August is-usually extremely 
warm. We-will-oblige-him to-bring-the black cloth and-plaee-it 
on-the table for-the priest. Nothing so soon overthrows a-strong- 
head as strong liquor. "He-is-the prisoner," they all exclaim with 
one breath. The boy climbs-the tree and-tries to-pluck an-apple, 
but-the branch breaks and-he receives a-tumble. Judge Jackson 
refused to hear-the plea of-the humble-prisoner. Civilized people 
desire peaceful times, as war brings misery, suffering, and-distress. 
He purchased a-banner for-the people and " flung it to-the breeze." 
I-hope-you-will-bring some paper when you-come to supper. He 
broke-the string while rowing up-the stream. Plinney promised 
to have- the model ready for-the chapel by-the first of next spring. 

ZELlHrVTEISrTIEI LESSON. 



Sections 174179 of the Hand Book. 

INITIAL HOOK FOR IN, UBi, OR EN-WORD-SIGNS. 

(Sec. 174.) What three syllables are joined by a back hook at the beginning 
of the straight line Iss-Per signs? On what curved strokes is the back hook 
written ? (Ans.) On Lay, M, N, and Way, as illustrated in paragraph 2« 
(Rem. 1.) What is the natr.e of the back hook? 

Large Initial Hook. — (Sec. 175.) For what purpose does the reporter 
enlarge an r or £-hook sign? (Rem. 2.) What name is given these hooks? 
(Sec. 176.) If a vowel is written after the Pier or Prel signs, how is it read? 
(Sec. 177.) Is the small circle ever prefixed to these signs? 
Note. — Before preceeding farther the initial hook word-signs must be learned. 

REMARKS. 

(a) If all words are considered as primitive or derivative, it will 
be an easy matter to write the derivitive by simply joining to the 
primitive the consonant or consonants of the derivitive, if this can 
be done easily; if not, disjoin them. This rule will apply to word- 
signs and contractions the same as if the primitive word was written 
in full. 

(b) In our own practice, we have never found it necessary to 
follow the rule in section 40, remark 2, of the Hand Book, 
" disjoining the consonant or consonants if the last consonant of 
the primitive is not represented in its sign," but we always join it, 
if convenient, whether the last consonant is represented in its sign 
or not. 



31 

(c) The nomenclature, or system used in indicating the letters 
and outlines without writing them, is a great convenience, enabling 
us, as it has been aptly called, "to talk phonographically." This 
is an admirable feature of Standard Phonography, and too much 
credit cannot be given to Mr. Graham for this invention. The 
learner should thoroughly familiarize the names of the consonant 
strokes with their modifications; when this is done the longest 
outlines may be indicated by naming. 

QUESTIONS. 

(a) What is said about forming a derivitive from a primitive word? What 
is said about forming derivitives from sign words and contractions? (b) What 
is said about following the rule under section 40, remark 2? (c) What is the 
system of naming letters and outlines* called? Who invented it? Is the 
learner advised to thoroughly familiarize the nomenclature? 

QUESTIONS FOR REVIEW. 

(Sec. 178, Rem. 2.) Is it considered necessary to make any distinction when 
two or more words are represented by the same sign ? (Rem. 3.) Give the 
outline for Miss, Misses, Mrs., and Messrs. 

(Rem. 4.) What two words are added by an /-hook to the consonant and dash 
vowel word signs, and to the horizontal cmcZ-tick ? (Rem. 5.) What two words 
are added in the same manner by the r-hook ? What is said about the size of 
the circle added to the dash signs ? 

Note. — Thoroughly familiarize the outlines for the six contracted words under section 179. . 

WRITING EXERCISE. 

Inscribe, inspire, inseparable, unstrung, instructor, unsalable, 
enslave, unceremonious, unseemly, unswayable. 

April, abler, corporal, tippler, mackerel, siderel, clerk, stickler, 
moral, secular, buckler, central, Charles, trial. 

Phrases. — By-our, to-all, of-the. and-will, to-ourselves, for-all, 
on-the, and-but, but-a, and-our, who-will, to-ours, for-all-are, 
there-will-be, by-ourselves, on-all, on-our, they-are-all, during-all, 
but- the, but- our, or-all, and-all-the. 

Sentences. — We-are very-sure they- will be here this week. 
Summer is coming to-us once more in-all its glory. We-will mail- 
you our-circular the-first of December. The Misses Miner will-call 
on Mrs. Oolmery during-the month of April. The principal- 
member of-the firm will-surely-be-there at-the time you-mention. 



32 

Messrs. Smith and-Rider take-pleasure in-acknowledging receipt 
of -the money. He remarks to-the other members of -the committee, 
"I-will never encourage such-proceedings, for they-are contrary to 
every-principle of-right-and-justice." It-is their-desire to-be by- 
themselves, and-we-should comply with their wish. Every business 
has-a-number of phrases peculiar to-it. It-will snrprise-the member 
from Cambridge when-he-becomes fully aware of-the difficulty. 
There-will-be no trouble if-they come over in-time for-the trial 
to-come on at-the November term. He-said-the farm was unsal- 
able because -the title is insecure. They-were-the principal-persons 
who had any-knowledge of-the affair. When-it-is-your desire to-go 
please inform-us, and we-will-be-there, sure. 



TWELFTH LE3SS03ST. 



Sections 181-200 of the Hand Book. 
EI3SAE HOOKS FOR K, V, APiO P*. 

Remarks. — A still farther modification of the consonant strokes 
consists in writing a small hook, at the end of all the straight 
strokes, for/, v, and n. The method of representing a consonant 
by an initial and final hook enables the writer to represent two 
letters with nearly the same facility as if both were written with 
one movement of the pen. 

QUESTIONS FOR REVIEW. 

Hooks fob,/, v, and ». (Sec. 181.) What two letters are represented by a 
small final hook on the circle side of any straight stroke? What letter is 
represented by a small hook on the opposite side? (Rem.) If necessary, how 
may the ?;-hook be distinguished from the /-hook? (Sec. 182.) How does 
the reporter represent an /or -y-hook on a curve stroke? 

Note. — The learner can readily form the/-hook on a curve by making- the hook as though it 
were an unclosed Steh or'Ster loop. 

(Sec. 183, a.) What name is given the hook for / and vf (b) What is the 
name of the /-hook when spoken of as a class? (Sec. 184, a.) What is the 
name of the hook for nf (b) When the strokes with the vi-hook are spoken of 
as a class, what are they called? 

Note. — The learner must thoroughly learn the names of the sfrokes with the hooks, as given in 
sections 183 and 184. 

Vocalization, etc. (Sec. 185, a.) If a vowel is placed after a stroke with 
the /'-hook, when is it read? (b) When must the stroke for/, v, or n, be employed? 



33 

(Sec. 186.) How may the small circle be added to the /-hook signs? (Rem.) Is 
a loop or large circle ever added to the /-hook? (Sec. 187.) If the w-hook on a 
straight stroke is made into a circle, what does it add? (2) Into a large circle, 
what? (3) Into a loop, what? If to a large loop, what? (Rem. 1.) When is it 
allowable to add a stroke to the w-hook made into a circle? (b) Give an example 
where it is convenient to form the circle distinctly within the hook before 
adding the stroke. (Ans.) Ransom, gainsayed, Spencer, (c) How may the Iss- 
circle be added to the 7i-hook made into a large circle, small or large loop? 
(Rem. 2, b.) Give some of the names of strokes with the w-hook made into a 
circle or loop. (Rem. 3.) Why is it not allowable to use the Ens and Enses 
circle between crossing lines or between lines in the same direction? (Sec. 188.) 
How may the small circle be written to an w-hook on a curve? (Sec. 189.) Is 
the /and ?*-hook ever written between strokes? 

LARGE HOOK FOR SHON AI*D XIV. 

Remarks. — The sound indicated by the syllable Hon in notion, 
and sion in evasioii, but spelled differently in many words as: cean 
in ocean, dan in Grecian, shion in l&shion, etc., is represented by 
a large hook turned on the right-hand side of the straight perpen- 
dicular and straight sloping strokes, and on the upper side of K, 
Gay, Ray, and Hay. The same syllable is also represented by a 
large circle turned on the inside of the curved strokes. 

The syllable Tive is represented by a large hook turned on the 
n-hook side of a straight troke, but it is not written to the curved 
strokes. 

QUESTIONS FOR RKVIEW. 

(Sec. 190.) How is the syllable Shon added to any straight stroke? How is the 
syllable Tiv added? (Rem.) Is the hook for Shon ever used for a syllable of 
similar sound, however spelled? (Sec. 19.) Is the Shon-hook written to curved 
strokes? What two consonant letters are represented in the syllable Shon? 
(Atis.) Ish and N. Give the rule under a and b where Shon or a similar sylla- 
ble is represented by the Ish stroke and the /*-hook. (Rem. 3.) Is the Tiv-hook 
ever written upon a curved stroke? Wnen the hook for the syllable Tive 
cannot be employed, how is it represented ? (Ans.) By T with an /-hook. 

Note.— Read carefully sections 192-193. 

(Sec. 194.) Is the small circle added to the Shon and Tive-hooks? (Sec. 195. \ 
Is the Shon and Tiv-hook ever used between strokes? (Sec. 196.) How is a 
vowel read when it is placed after a stroke with the Shon or Tiv-hook? (Rem.) 
When is it allowable to write a third-place vowel within the hook for Shon? 



34 

THE SMAU HOOK FOR SHON, 

Eemarks. — The small hook for Shon is a most convenient method 
of representing that syllable after the circle Iss, an /-hook, an Enst 
or Enster-\ooip, as illustrated in section 197. 

QUESTIONS FOR REVIEW. 

After what shorthand signs is the small hook for Shon employed? (Sec. 
197, Rem. 1.) What is the name of the small hook for Shon? 

Kemark 2 states that the small hook for Shon after the /-hook is 
optional, and should be used sparingly. We do not use it in our 
own practice, and do not know of any reporters who do, although 
there may be many; however, we do not advise its use. 

(Sec. 198.) How is the Eshon-hook vocalized when joined to a circle or loop? 
(Sec. 199.) Is the small circle ever joined to the Eshon-hook? (Sec. 200.) Is the 
Eshon-hook ever written between strokes? 

WRITING EXERCISE. 

Puff, tough, chief, deaf, cuff, huff, beef, stiff, cliff, skiff, cleave, 
proof, dive, serve, clove. 

Pin, tin, bean, tone, prone, brain, glen, tram, train, wagon, spin, 
crane, sworn, rain, satin, fans, sin, vain, lane, shine, swine, soften, 
concern, pens, chance, caves, main, money, Swain, salmon. 

Puffer, preference, beaver, clover, bravery, believer, plunge, 
economy, sponge, spinner, organic, broken, machine, shyness, 
potency, vacancy, pigeon, gleams, compensed, instances, plan, 
lonely. 

Potion, compassion, auction, action, occasion, conclusion, edi- 
tion, station, active, combative, dative, provocative, infective, 
motion, confession, dilation, monition, captives, attentions, adjec- 
tives, consideration, evolution, auctioneer, ascension, activeness, 
functions, consecutive, ocean, commission, admonition, talkative- 
ness, occasional. 

Position, decision, sensation, succession, transition, supposition, 
physician, recession, association, compensation, incision. 

They ought to pave-the road for-it-is very rough. Her sons' 
aetion was-the cause of her grief, and-it drove her to-an early- 
grave. They drove out on-theroad as-far-as-the Cliff House. The 



35 

man's chief province I-discover is to puff and-provoke strife. 
Fanny gave a-penny to-the poor orphan (Ray-Fen.) You-should 
despise doing-a mean action, and-at all times strive to-do-right. 
He-was thrown from-the train while it-was in-motion, and-received 
an-injury from-which he-will never recover. Physical-pain is less 
grievous to be borne than an-offence against-the soul. There-was 
no-reason for-the opposition which-his measure received. Until 
he-receives-the attention of-a physician his broken-arm will give- 
him much-pain. Every-person should condemn-the action oi'-the 
committee for it-was an-unjust decision. 5Tou-wlll-please ship us, 
at-your earliest convenience, four tons of bran. Passion and- 
oppression drive men to revolution. 

TiiriR/riEiEisnTii lessoit. 



Sections 201-203 of the Hand Book. 
FINAL-HOOK WORD-SIGNS. 

Remark. — The learner should not be permitted to proceed beyond 
this point until the final-hook luord-signs and contractions are thor 
oughly memorized. 

QUESTIONS FOR REVIEW. 

(Section 201 Rem.) What is said about the two word-signs often and even f 
How are derivitives formed from word-signs? (Ans.) By adding to the 
word-signs the consonant or consonants of the derivitive, joining them if con- 
venient, if not, disjoining them. 

Remark. — The principle of adding all and will, are and our, by 
an initial hook, is extended to the final-hooks for the purpose of 
adding the following frequent occurring words : 

REPORTING PRINCIPLES. 

(Rem. 4.) What four words may be added by an /-hook to any full-length 
straight stroke, to the dash vowel word-signs, and the horizontal and-tick ? 
(Ans.) Have, of, if, and ever. (Eem. 5.) To what two dash vowel word-signs 
is not added by an n-hook? (Ans.) Or, and but. (Rem. 6.) What two words 
may be added by an 7t-hook to of, all, to, and the horizontal and-tick ? (Ans.) 
What and would, (b) For what purpose may this hook be made into a circle ? 



36 

{Ans.) To add is and has. (Rem. 7.) When the stroke is not more convenient, 
how and when may own be added by an w-hook ? ( Ans.) To the word-sign 
for our; also, to the word-sign for by, the dash vowel word-signs, and the hori- 
zontal and- tic k, provided these words have owr added by an r-hook. (Rem. 8.) 
How may than be added to any comparative without a final hook, loop or cir- 
cle ? ( Ans.) By an w-hook. 

Eemark. — The illustration of the above principles is given on 
page 96 and 97 of the Hand-Book, and the learner must thoroughly 
understand their application before proceeding to the next lesson. 

Note.— Learn the list of contractions under section 202. 

WRITING EXERCISE. 

Every-man in-the town has-a-right to-his opinion. They-are 
giving attention to-the investigation of-the subject of phono- 
graphy. He-is going down to-the city as-a representative of-the 
phonographic association, and-will remain several-months. There- 
is-a vast difference between-the two persons upon whom they con- 
ferred-the degree. We enclose-receipt for-the-money which came 
by Adam's express. I-hope to-have-the pleasure of hearing from- 
you again soon. I-can-do no-more, as I-have already done more- 
than I-promised. Eeferring to-your favor of-the 12th, would-say, 
we-will come by-the-early-train next Monday. They-can-have no- 
objection to-the investigation, for-they gave us permission to-go on 
with-it. The best time to-frame an-answer to-a communication is- 
as-soon-as we-receive-it. They can stop whenever they-please; this- 
is-the general impression. Whatever they-say will-have-no-effect 
upon-the decision of-the judge. He, alone, will never be-able to 
accomplish-the task which-has-been set-him by-the people. They 
should-have seen to-these-things before this-time. There-can-be no- 
objection to-the opinion he expressed before-the jury. 

Phkases. — But if, all would, by our, to what, or not, our own, 
to our own, to what has, and what, but not, by our own, and if, 
of our own, and our, more than, but are not, who have, and what, 
and our own, out of, each of, it will have, and what has. 



37 
JFOTTRTEJElS'TIi: LBSSOK. 



Sections 204-211 of the Hand Book. 
WIDENING--I.ENGTHENING. 

Remark. — The learner will observe, by looking at the alphabet, 
that the consonant-stroke m was not shaded to represent any letter; 
in this lesson that sign is shaded to represent p, or b, as explained 
in section 204. 

QUESTIONS. 

(Sec. 204.) Shading m adds what two letters ? What two final hooks may 
be written to a shaded mf (Kern. 1.) What is the name of the shaded mf 
(Rem. 3.) What phrase of two words is represented by Emb written on the 
line? (Sec. 205.) How is a vowel written beside Emp read. 
Note. — Learn the word-signs under section 206. 



LENGTHENING 

Questions. — (Sec. 207.) Lengthening Ing adds what two sounds ? Lengthen- 
ing any curved stroke except Ing adds what three sounds? (Rem. 1.) How 
are the lengthened curves named ? (Rem. 2.) How may the reporter distin- 
guish a word where a vowel follows a lengthened curve from one where a 
vowel precedes ? (Sec. 208, a.) If a vowel is written after a lengthened curve 
is it to be read before or after the sound indicated by the lengthening? Is a 
vowel to be read before or after a hook or circle added to a lengthened curve? 
When the sound indicated by lengthening is followed by a final vowel how 
must the sound be represented ? (Ans.) With the stroke and an ?*-hook as in 
angry, and ultra, under b, section 208. 

Remarks. — (a) The position of a lengthened curve written down- 
ward is as follows : First position, the stroke rests on the line ; 
second position, half above and half below the line ; third posi- 
tion, three-fourths of the stroke to be written below the line. 

(b) A lengthened curve written upward is as follows : First 
position, begin the stroke half the height of a 7-stroke above the 
line ; second position, on the line ; third position, half of the 
stroke above the line and half below. 



38 

(c) The lengthened horizontal curves are simply made double 
the usual length of a curved stroke and written above, on, or below 
the line, in accordance with the rules for writing horizontal 
strokes. 

Note.— Thoroughly learn the list of lengthened-curve wood-signs, section 310. 

QUESTIONS. 

(a) Give the positions of a lengthened-curve written downward. Give the 
positions of a lengthened-curve written upward. A. curved-stroke without a 
final hook, loop, or circle may be lengthened to add what words ? (Ans.) 
Their, there\they are, and other. How. may own be added to any curve lengthened 
to add their ? (Ans.) By an %-hook. 

WRITING EXERCISE. 

Pump, camp, dump, lamp, tramp, impose, swamp, imposition, 
plump, impish, umpire, stamp, embezzle, embalm, ambition, 
assumption, pre-emption, embelish, Simpson, imposter, embody. 

Sinker, winker, clinker, anger, longer, stronger, younger, monger, 
anchor. 

Fetter, voter, Easter, oyster, theatre, shatter, order, slaughter, 
water, center, falter, central, sifter, letter, smatter, swelter, altera- 
tion, shudder, wilder, wilderness, leather, wonder, provender, inno- 
vators, senators. 

Angry, sundry, watery, ultra, hungry. 

The boy is-displeased at what-his mother says and-mutters to- 
himself. The miners carry lamps while working in-the mines. 
The slaughter was terrible on-the last day of-the battle. He- 
placed a stamp on-his letter and-gave it to-the mail carrier. The 
men ran in to-the swamp to catch-the embezzler and-the tramp. 
He-is a very ambitious man and-desires to-become a-senator. The 
general will order-the army to-go-into camp during-the winter. All- 
the younger members of-the community should follow his example. 
The boy should-obey his fatber-and-mother. Whether your time 
calls you to-live or die, do both like a-prince. It-matters nothing 
how a-man dies, but how he-lives. They-will anchor-the ships- in 
the harbor near one-another. 



39 

FIFTEB1TTH LESSOIT. 

Sections 212-220 of the Hand Book. 
HAVING. 

Eemaeks. — (a) The letters t and d occur so frequently that it 
is necessary to provide some method of representing them other 
than the stroke. The method that best answers the purpose of 
speed and legibility is that of shortening, or making half length 
the stroke which precedes the t or d, as illustrated in section 212. 

(b) The half-length stroke takes an initial or final circle, loop, 
or hook, the same as a full-length stroke. The half- length stroke 
is also employed at the beginning, middle, or end of words. 

(c) The strokes Way, Yay, Emp, and Ing are never made half 
length unless they have an initial or final hook, as illustrated in 
remark 2. 

(d) When r and t, or r and d are the only consonants in the 
word, Ray must not be made half length ; hence, such words as 
ivrite, road, etc., must be written with Ray-T and Ray-D. 

(e) As Way, Yay, Emp, and Ing are not halved, the corre- 
sponding light strokes r, I, m, and n, may be shaded to indicate 
that d follows, as illustrated in section 213. 

(f) When the sound rd is final and preceded b} 7 K, Gay, F, V, 
or Lay, in such words as fired, lard, etc., represent the sound by 
Ray written half length, not Ard. 

(g) The syllable names of the half-lengths, as given in section 
214, must be thoroughly learned. 

(h) The final hooks /, n, and shon, when written to a half- 
length stroke, must be read before the added t or d ; but a circle or 
loop must be read after the t or d. A half-length stroke, with or 
without circles, loops, or hooks, is vocalized the same as if it was 
a full-length stroke, with the exception of an occasional outline 
which will not permit of full vocalization, as in the word antici- 
pate. For the illustration of the remarks under this paragraph 
see sections 215-216. 



40 

(i) When a curved stroke is joined to a straight stroke, without 
an angle between them, the straight stroke can not be made half- 
length to indicate that t or d follows, and in such cases the t or d 
must be written in full, as illustrated in section 217. 

(j) In order to express t oy dbj shortening, when three straight 
perpendicular strokes follow in succession, it. is sometimes neces- 
sary to disjoin a shortened letter, as illustrated in section 218. 

(k) After an n and shon-\\ook it is allowable to write a half- 
length s upward as in the words factionist and opinionist; see 
remark under section 218. 

(1) Where the principle for shorting to represent t or d cannot 
be used : 

I. When the t or d is the last consonant in the word and fol- 
lowed by a vowel, as in pity, ready, Monday. 

II. When two vowels come between the t or d and the preced- 
ing consonant ; as in poet, Jewett, quiet. 

III. When d is the last consonant in the word and is preceded 
by Lay, Ray, or N, and that consonant (Lay, Ray or N) is pre- 
ceded and followed by a vowel, the d must be written with the full 
stroke ; as in married, solid, annoyed. 

IV. When a consonant is preceded by an initial vowel and is 
followed by a vowel and a final t or d; as in abode, unite. 

QUESTIONS. 

(a) What two letters are added by making a stroke half-length ? (b) Do 
the half-length strokes take an initial and final circle, loop, and hook? Ts the 
half-length principle employed in the middle of words? (c) What four 
strokes are not made half-length unless they have an initial or final hook ? 
(d) What is said about writing rt and rd when they are the only consonants in 
the word ? (e) What are the corresponding light strokes with Way, Yay, E>np, 
and Ing ? How may it be indicated that d follows r, I, m, or n when made half- 
length ? (f) How is the sound rd represented when it is final and preceded by K, 
Gay,F, V, or Lay? (Sec. 214.) Give the syllable name of n made half-length Give 
the syllable name of d made half-length. Give the syllable name of t half- 
lengih with an Miook. Give the syllable name of 6 half-length with an 
r-hook. (h) When a final hook is written to a half-length is it to be read 



41 

before or after the added t or d f Is a final circle or loop to be read before 
or after the added t or d? How is a half-length stroke, wilh or without cir- 
cles, loops, or hooks to be vocalized ? (i) "When a curved stroke is joined to 
a straight stroke, without an angle, how must the t or d be represented ? 
(j) How is t or d sometimes expressed when three down-strokes follow in suc- 
cession ? (k) When is it allowable to write a half-iength s upward? (1) Give 
the rules where the principles for shortening to add t or d, cannot be em- 
ployed. 

writing exercises. 

Pet, bad, date, chat, jade, caught, mad, end, pate, old, debt, fat, 
eased, bud, vote, viewed, shed, gout, cat, cheat, art, hied, late, 
aunt. 

Plate, paint, trot, tend, deft, night, nets, paved, rent, pants, 
fruit, grit, fits, throat, spits, held, slight, floods, went, craft, sus- 
pend, ancient, screened, spread, strode, fend, friends, soared, blots, 
convened, cautioned, sand, cents, rents, maids, loud, dents, splint, 
streets. 

Refined, paged, packed, conduct, violate, bullet, kept, promote, 
pretends, repeat, armed, replied, invade, ragged, reserved, 
enjoined, adored, caged, discount, history, graduate, written, 
intend, verdict, definite, deadly, shepherd, intestate. 

Lard, fired, conferred, afford, factionist, visionist, liked, wrote, 
road, dated, renewed, effect, navigate, poet, ready, sallied, elude, 
abide, treated. 

Your favor of-the 8th has-been-received and contents noted. 
There-may-be economy of time as-well-as in-spending of-money. 
There-are-many-persons who-would-be-glad to remain until-the 
exercises are closed. Type-writing should-be taught in-all our 
short-hand schools. Important words and-phrases in-business let- 
ters are-sometimes commenced with-a capital. In reply to-your 
favor of-the 4th would-say, we-have already wired you. They-will 
promote-the scheme if they-can, for-it-is to their interest to do-so. 
The bonds are solid 7 per cents, have first bonds on-the entire road, 
and-upon-its whole landed estate. His private claims amount to-a 
great-deal more- than was at first expected. They-have decided to- 
export all-the wheat now on hand. Young-persons throw away a- 
vast deal of time in-a-way that-is often worse-than useless. The 
poet has promised to-write you before Monday of next week. He 
claims that-he-was never treated fairly by-the-man who engaged 
him. It-is better for a-young-man to-blush than to turn paie. The 
cadet went to-the capital to see-the president. 



42 



SIZTEBHTH LBSSOH. 



Sections 221-224 of the Hand-Book. 
HAI^F-LENGTH WORD-SIGN§. 

Eemark. — The list of word-signs under section 221 must he com- 
mitted to memory by the pupil before he is permitted to take up the 
next lesson. 

QUESTIONS. 

What words may be added by shortening a stroke ? (Ans.) It, had, what, 
and would. To signs thus formed what word may be added by an w-hook ? 
(Ans.) Not. When a sign is shortened to add had and would where is it gen- 
erally written ? (Ans.) Through the line, as illustrated under section 221, 
remark 4. 

Note.— The list of half-length contractions, section 223, must be learned before proceeding 
farther. 

Remark. — Derivitives from the half-length list of word-signs and contrac- 
tions are generally formed by joining the consonant or consonants of the deri v- 
itive, if convenient; if not, disjoin them. 

WRITING EXERCISE. 

A-line of print should-not-end with-the first syllable of a-word 
when-it consists of-a single letter. He-will tell-it to-the whole 
world should-an opportnnity be-presented. Under date of April 
8th we-wrote-yon concerning-the matter referred to in-yours of-the 
5th instant. We-are-not at-present prepared to say what we-will- 
do. Immediately upon-receipt of-the same by-you, it-is-the duty 
of-the assistant to-aid-you in carefully comparing-the particulars of - 
each-policy with-those contained in-your book. As I-have-not-the 
pleasure of knowing-the gentlemen named, it-is essential that-I 
should-be on-my guard. You-are aware that trade in-this section 
is-not in a-very good condition at-the-present time. The labor of- 
writing may-be materially diminished by-the-employment of con- 
tractions for-those prefixes which-it-would-be difficult or tedious 
to-write in full. We trust that-you-will let-us hear from-you at- 
the earliest possible-moment. 



43 



SEWEJIN-TIETSINTia: LBSSOIT. 



Sections 225-230 of the Hand Book. 
CONTRACTIONS AND EXPEDIENTS. 

Ee^iarks. — In the preceding lessons there has been presented 
the principle of writing to the consonant strokes small and large 
circles, small and large loops, small and large hooks, strokes have 
been lengthened and made half-length, and as these strokes are not 
subject to further modification, there is needed, in order to attain 
greater speed in wiiting, other principles or sources of brevity, and 
the same may be presented under the following heads: 

I. Prefix and affix signs. 

II. Omission of consonants. 

III. Omission of vowels. 

IV. Joining words, called phrase writing. 

As many frequent occuring words have the same initial or final 
syllables, an increase in speed is obtained by having a sign to repre- 
sent those syllables, as illustrated in sections 228-234. 

QUESTIONS FOR REVIEW. 

Pkefix-Coxtractions. — (Sec. 228.) How is accom expressed ? con, com, cog? 
contra, counter ? decom, discom, discon? for and fore? incom, incon, incog? inter ^ 
intra? irrecon? magna, magni? miscon, miscom? noncon, noncom ? recon, recora, 
recog? self? uncom, uncon? unrecom, unrecog? 

License in the Use of the Prefix Signs. — (Rem. 1, b.) What additional 
prefix sign is represented by Net written before the remainder of the word ? 
(c) What by En above the line ? (d) What by Ray on the line ? (e) What 
by the dot? (f) What by Em over the remainder of the word? (Rem. 2.) 
When any one of the prefix signs is preceded by a syllable how may such syl- 
lable be expressed ? (c) Is it ever necessary, when joined to a preceding 
syllable, to write a prefix sign out of its usual position? (Rem. 3.) From what 
words and their derivities does the reporter usually omit the accom dot? 
(Rem. 4.) Is it ever allowable to omit the circle for circum or to join it to the 



44 

remainder of the word ? (Rem. 5.) Is the sign for cog ever omitted ? (Rem. 6.) 
What is said about omitting the com dot? (c) How may con, com be repre- 
sented ? (d) What should the writer accustom himself to do? (Rem. 7.) How 
is the prefix con, com,or cog sometimes expressed in connection with the prepo- 
sition in ? (b) How may this prefix and the preposition in be expressed in 
other cases? (c) How may the prefix contra, contro, or counter be expressed in 
connection with the preposition in ? (Rem. 8.) The sign for contra may be 
used for what other prefix syllable ? (c) How is the tick for contra usually 
best written ? (Rem. 19, a.) AVhat is said about writing the pretix for for and 
fore? (d) Name the words in which for and fore are written with Fer. Name 
the words in which they are written with F-R. (Rem. 10.) What is said about 
joining the prefix sign for Inter, Intro, and Enter? (Rem. 11, a.) What is said 
about joining the prefix for Incom-and Incon? (b) Are they ever written with 
the Jn-hook ? (Rem. 12.) Name the words in which the sign for Miscon and 
Miscom may be joined. (Rem. 13.) Is the sign for Noncom ever joined ? 
(Rem. 14, a.) What is said about joining the sign for self? (b) How may self 
occasionally be joined to a following Iss? (c) How is self con and self com 
expressed ? (d) How is self contra expressed ? (Sec. 229.) Are word signs ever 
used for prefix signs ? (Rem. 1, a.) Does the word sign retain its position 
when used as a piefix? (b) What word sign frequently adapts itself to the 
remainder of the word ? (Rem. 2, b.) In what words is all represented 
by Lay ? 

Note. —The learner should carefully note the manner of writing- the initial syllables in the list 
given on page 115 of the Hand-Book; also, the contraction for trans and post 

WRITING EXERCISE. 

Accomplice, accommodation, combine, conduce, consider, con- 
fuse, compassion, cognate, contravene, controversy, countersign, 
countermine, decompose, discommode, discontent, disconnected, 
forefather, foreseen, incommode, inconclusive, incognito, inter- 
change, introduce, interpose, irreconcilable, magnify, magnani- 
mous, misconduct, miscomputation, nonconducting, noncommit, 
reconcile, recompense, recognize, reconsider, self-improvement, 
self-knowledge, unconscious, uncompressed, unrecompensed. 

Unselfish, recumbent, uncontradicted, uninterrupted, disencum- 
ber, concomitant, circumscribe, comity, in conclusion, in conver- 
sation, small compensation, contribution, foreswear, foretell, for- 
sake, forelock, entertain, entertwine, incompetent, in consequence, 
in consideration, self-esteem, understand, afterthought, afternoon, 
always, also, undergo. 

I-shall consider it an accommodation if-he-will accompany me 
on-the. journey. Circumstances are-such that it-will-not-be possi- 
ble for-me to communicate with-them. After comparing his notes 



45 

with-the-other members of-the committee he-came to-the conclu- 
sion that-the circumference was greater- than was really necessary. 
He contradicted-the report concerning his having-received-the 
countersign, and-this ended-the controversy. He-has-been com- 
pelled to discontinue-the paper, although this will-greatly discom- 
mode his-many-friends. 

The picture was incomplete when-we saw-it. It-is-said he-will 
introduce-the resolution at-the-next meeting of-the committee. He- 
is-not aware of-the magnitude of-the work he-has undertaken. 
His misconduct had-a-great-deal to-do with-the failure of-the com- 
pany with-which he-was connected. They-will ieconstruct-the 
road at-the earliest possible-moment. He-will-recommend-the pas- 
sage of-the bill at-the-next session of Congress. He-is-a-man of 
great self-respect and-courage. She-was-unconscious several- 
moments after-the accident. By common consent he- was consid- 
ered a-man of great self-esteem, self-conceit, and very selfish. 
They-will interpose no objection to-the intercourse, for they-are- 
disinterested in-every-thing that-will take-place. 



BIO-HTEB1TTH LESSOInT. 



Sections 231-234 of the Hand-Book. 

CONTRACTED AFFIXE§. 

QUESTIONS FOR REVIEW. 

(Sec. 231.) How may the speed and ease of writing be considerably 
in creased ? (Sec. 232.) What is the affix sign for hie and bly ? for bleness and 
fulness? for and fore? ing f ingly ? ings? lessness? How may the syllable % 
and rty be expressed ? (Ans.) By disjoining the consanant thai precedes the 
syllable, as illustrated in section 9. What is the sign for lay? ment or mental- 
ity? oiogy, self and selves? ship? sameness? soever? (b) When inconvenient, 
how may soever be represented ? 

License in the Use op the Affix Signs. — (Rem. 1.) What is said about 
employing the same sign for different syllables? (Rem. 2.) How may the 
derivitives from ology, Uy, rty, etc., be expressed ? (Rem. 3.) What is said 
about expressing the termination ly? (Rem. 4.) Is it ever allowable to join 
instead of disjoining the consonant to indicate the syllables Uy or rty? 
(Rem. 5.) Is the sign Ment for mental ever joined? (Rem. 6.) How may the 
termination alogy be expjessed? (Rem. 7.) When Jss ends a word and is not 



46 

joined to a hook, how may self be added ? (Kern. 8.) How may full and fully 
be added to a full-iength straight sign ? (Rem. 9.) When the hook for tive 
cannot be used how may that syllable be expressed ? (Rem. 10.) Name some 
of the additional syllables that may be expressed by disjoining a consonant? 
(Sec. 233.) Are word-signs ever used for affix signs? (Rem. 2, b.) Name the 
words in which to must be expressed by Tee. (Rem. 3.) Name the words in 
which on may be written with the En-hook. (Rem. 4, b.) Name the words in 
which of must be written disjoined. (Rem. 5.) How is the affix in usually dis- 
tinguished from on? (b) Name some of the words in which in may be written 
with the En-hook. (Rem. 6.) What is said about writing the affix ever? 

WRITING EXERCISE. 

Profitable, forcible, accountable, questionableness, sinfulness, 
therefore, doing, trying, having, knowing the, keeping a. having 
the, knowingly, meetings, lawfulness, lawlessness, carelessness, 
formality, risibility, posterity, popularity, nobly, calmly, keenly, 
regimental, elemental, detrimental, ostology, zoology, chronology, 
myself, yourself, herself, hardship, man's self, fellowship, friendship, 
irksomeness, loathesomeness, wheresoever, whosoever, howsoever. 

Thereafter, hereafter, onto, hereinto, thereon, whenever, un- 
talked-of, herein, hereinafter, forever, whoever, hereof, unthought- 
of, looker-on, wherein to. 

He-says he-was-engaged in-a-very-profitable business in-the city. 
They-say-the difficulties are insurmountable because of-the feeble- 
ness of-the gentleman in-charge of-the undertaking. We-are-ready 
for-the-goods ordered of-you several-days-ago, therefore, you-will- 
please forward-them at-once. Through-his instrumentality the 
work was accomplished. They keenly feel-the disgrace into-which 
he-has fallen. 

There-is-no-doubt about-his being-subject to-many hardships. 
He-is-a-very sensible-man and well-posted in mineralogy, zoology, 
and physiology. To cover present shipment we apply for funds to 
Thomas Smith, of Albany. We-are-glad to hear of-your pros- 
perity, and-trust you-will continue to-grow in-popularity with-the- 
people where you-live. Your-order came duly to hand, and-it 
shall-have our immediate and-personal attention. 



47 

ISTIITETEEITTII LESSOIT- 

Sections '235-254 of the Hand-Book, 

OMISSION OK COKSONAJiTS-OMISSION OF \OWELS. 
PHRASE WRITING. 

(Section 236.) Give the rule for omitting p, k, and t. (4) Name some of 
the other letters which it is allowable to omit. (Sec. 237, Eem. 2.) What is 
said about special contractions? (Kem. 3.) What are the four particulars in 
reference to which contractions are devised ? 

Remarks. — It was stated in the seventh lesson that the reporter 
uses but few vowels, writing the consonants of the word only, and 
placing the outline in the first, second, or third position, accord- 
ing as its vowel is first, second, or third place ; or, if it has more 
than one, then the accented vowel determines the position. 

(b) If the student has not already done so, he should begin at 
once to omit vowels in accordance with the rules given in the les- 
son referred to, and continue to dispense with their use until he 
can read words by their outline, not using any vowels except an 
occasional one for the purpose of greater legibility. 

(c) In addition to the greater speed secured by omitting the 
vowels, which.is nearly fifty per cent, over the fully vocalized short- 
hand, there are secured other benefits which are forcibly set forth 
by Mr. Graham, in the following language : " Judging of words 
by reference to the context, as is necessary to some extent when 
reading unvocalized phonography, leads to a careful observation of 
the grammatical relations of words, the construction of sentences, 
the signification of words and phrases, and the natural sequence 
of ideas ; and thus are secured mental benefits which could hardly 
be obtained so well in any other manner." 

(d) The joining of an initial or final diphthong, as illustrated 
in section 240, concludes all the instruction that is to be given 
concerning the writing of words in shorthand. If the learner has 
thoroughly mastered the principles which have been presented in 
the lessons, he will have no difficulty in writing, in accordance 
with the principles of Standard phonography, any word in the 
English language. It is possible he may not always give the best 



48 

outline for the word, but to aid him in this, Mr. Graham has pre- 
pared the following rules of phonographic criticism, and the same 
should be applied in the writing of all words not memorized as 
word-signs or contractions: 

I. Have the words, in respect to their consonants, been cor- 
rectly analyzed? 

II. May any of the consonants be omitted in accordance with 
the general principles for the omisson of consonants ? 

III. Have the consonants to be expressed been written with the 
best outline and in the proper position? 

IV. To what extent do they require vocalization ? and have the 
vowels to be expressed been correctly denoted? 

V. Have the prefixes and affixes been properly written? or have 
they been written when they might have been omitted? 

VI. Have the prefixes and affixes been joined in allowable 

cases? 

QUESTIONS. 

What was stated in the seventh lesson ? (b) What is said about the omis- 
sion of vowels and the reading of words by their outline ? (c) What is the 
stimated per cent, of speed secured by omitting the vowels ? In addition to 
the greater speed secured by omitting the vowels, what other benefits are men- 
tioned by Mr. Graham? (d) What principle concludes all the instruction for 
writing words in shorthand ? Give the rules for phonographic criticism. 

Remarks. — No further instruction can be given for the writing 
of separate words. The manner of writing the consonants, of 
placing the vowels, the rules for omiting either, together with 
instructions for representing a prefix or an affix, will be found in 
the preceding lessons. There remains to be presented the princi- 
ples of phrase writing or the joining of words, the omission of 
words and the further use of a few of the hooks and other princi- 
ples for representing words, together with an additional list of 
word-signs and contractions ; the same will be presented in this 
and subsequent lessons. 



49 

QUESXIONS FOR. REVIEW. 

(Sec.242) How may the speed and legibility of writing be increased? (Rem.) 
To what should the beginner confine his use of phrase writing? (Sec. 243.) 
Two or more words joined together is called what? (Sec. 244.) What are the 
cautions given in regard to the disadvantageous use of phrase writing? 
(Rem. 3.) Give the general rules for joining words. (Sec. 245.) What word 
usually determines the position of the phrase ? 

Note.— Before proceeding further the list of phrase sig?is beginning on page 126 must be 
learned 

(Sec. 245. Rem. 1.) Where is the tick for a, and or an, written when joined 
to a following tick for a, an t and, or the? (b) Where is it written when joined 
to other words ? What are the cases where the second word governs the posi- 
tion of the phrase sign, as given in section 246, 1, 3, and 4 ? (Sec. 246.) How 
may the speed of writing be considerably increased without sacrifice of legi- 
bility ? (Sec. 248) How may the phrase " of the" be intimated? (Rem.) 
When shjuld the phrase " of the" be written instead of being implied? 
(Sec. 249.) Give the rule for the omission of have. (Sec. 250, 1.) When may 
the reporter omit of? (2) When may he omit to? (3) Name some of the words 
that may be omitted in the reporting style and which may be readily supplied. 
When to cannot be joined to a following word how may it be implied ? (Ans.) 
By writing it below the line, close against the lower edge, as illustrated in the 
last paragraph, page 130. (Page 142, rem. 6.) When may the reporter employ 
the primitive word-sign for both the present and past tense? In such cases 
how is the tense distinguished ? (Rem. 7.) What words may be added by 
Iss to any word not ending with a circle? (b) How may those words be added 
to words ending with Iss? (Page 146, rem. 1.) How long should the learner 
continue writing the word-signs and contractions under section 254. 

WRITING EXERCISE 

Note— In the following exercise the learner is to use his own judgement as to the proper 
phrasing. 

Every morning and evening he reads from the Word of God. I 
intend to be here every day except Saturday and Sunday. They 
went hand in hand down towards the river. You may bring me 
as much as you can. The position of a phra«e sign is sometimes 
determined by the second word. He said he would send to you for 
the money befor the last of this week. The farm contains eighty 
acres, more or less. The goods I ordered last Wednesday have not 
yet come to hand. I was very much pleased with the contents of 
your letter. You may send the parcel by Adam's express. Writ- 
ing was at first impossible, and for a long while difficult after it 
became possible. Men spoke long before they wrote, because 
speech was easy. Logic deals with thought, but not with the 



50 



thought in single and detached sentences. Rhetoric was studied 
before writing became general, and ages and ages before printing- 
was invented. With that fatal disease, consumption, he sank 
lower from day to day. We must learn at the graves of our lost 
ones how to live with the living. If it was done by modes and 
processes not embracing this combination and arrangement, then 
such previous use would not disprove the novelity of the plaintiff's 
invention. 



TW'ESIsrTlIETH: LESSON. 

REPORTING STYEE. 

Remarks. — The corresponding of style short-haud is the report- 
ing style as far as it goes, and is the style used in correspondence. 
In taking up the reporting style the learner has nothing to unlearn; 
he has a few new principles to learn, together with a large list of 
word-signs and contractions. 

QUESTIONS FOR REVIEW. 

Position of words — (Sec 257.) What is the first position for horizontals 
and vowel-signs ? (2) What is the position for full length perpendicular and 
sloping strokes ? (Sec. 258.) What is the second position for any kind of 
sign ? (Sec. 259, 1.) What is the third position for horizontals and vowel- 
signs ? (3) What is the third position for perpendicular and sloping strokes? 
(Sec. 260.) What position is denoted by the figures 1, 2, 3 ? (b) What posi- 
tion is denoted by the figure 4? (Sec. 261.) Why is the violation of the rule 
of position sometimes necessary? (Rem. 1, a.) In such cases where is it 
best to write the most frequent word ? 

Enlarged Way and Yay. — (Sec. 262, 1.) For what purpose is the Brief- 
Way sign enlarged ? (2) What words are added by enlarging the Brief-Way 
in the direction of a Chay ? (Sec. 263.) What words are added by a Brief- Yay 
enlarged in its natural direction ? (Rem. 2.) What words may be added by a 
hook to an enlarged Way or Yay ? 

Lengthened Straight Strokes — (Sec 264.) For what purpose does the 
reporter lengthen a full-length straight line without an attachment ? How 
are the heavy strokes to be written? What additional word under remark 3, 
may be added to a lengthened curve or straight line. (Rem. 4.) How may 
there, their, they are be added to been, done, can and several other word-signs, 
ending with an ?>-hook ? (Re li 5.1 What words may be added by an 
/-hook? (Rem. 6, 1.) What word may be added by an w-hook to any curve 



51 

lengthened to add their? (2) What word may be added by an /-hook to any 
curved stroke lengthened to express there ? (Rem. 7.) Plow may to their be 
advantageously written ? (Rem. 8.) What is eaid about omitting a t or d 
sound expressed by halving ? (Rem. 9.) Is it ever allowable to treble a 
stroke ? 

Note.— Leant the additional vowel phrase signs begriming on page 166. Do not leave them 
until they can be written as quickly as they would be uttered by a good reader. 

WRITING EXERCISE. 

We ought to have attended to this matter before now. We are 
not certain as to the truth of the remark. Upon their statement 
on the witness stand, I am sure they will be convicted of the crime 
with which they have been charged. Of what use can they be to 
us now that the case has been dismissed ? His testimony adds 
nothing to what has already been presented. We were advised of 
their coming, therefore, they did not surprise us. At their request 
they were permitted to go by the early train. With their permis- 
sion you may take the book from the library and keep it until their' 
return. Would you be willing to undertake the work at the price 
stated ? He was very prompt in all his payments, in other words, 
his bills were always paid when presented. Yours of the fifth has 
been received, and in reply we would state that we are preparing 
the answers to your several questions and will forward them by 
to-morrow's mail. As to the renewal of the note we are not pre- 
pared to give you an answer. He may go to the city if there is no 
objection made by those who are to furnish the conveyance. I wish 
you would go thoroughly into this matter and find out just what 
freight it is they refer to. Your letter came duly to hand and it 
should have received our prompt attention. 



T-WTE^T'Y'-IEnilR/ST LESS03ST. 



QUESTIONS. 



Additional Reporting Principles. — (Page 167, Rem. 2.) How may you 
sometimes be joined in phrase writing? (b) When commencing a phrase 
where does the hook for you rest ? (c) When the Yuh-hook is taken out of its 
position on the line and written in the middle of a phrase, how is it distin- 
guished from the ?*-hook ? (Rem. 3, a.) To what strokes is it allowable, in a 
few cases, to represent we by a sign similar to an Z-hook ? (Rem. 4.) Is Eshon 
ever added to an w-hook ? (Rem. 7.) How are the words Art, Shalt, Hast, etc., 
expressed ? (Rem. 8.) Is it ever allowable to represent the past tense of a 



52 

verb by the form of the present ? (Rem. 10.) How may in, in his, and in as, be 
expressed? (Rem. 11.) How may one sometimes be expressed ? (Rem. 12.) 
For what purpose is it sometimes allowable to omit the hook on been, can,there, 
(heir, they are, and other ? (b) Is the hook ever omitted from outlines other than 
those mentioned above ? (Rem. 14.) How may the reporter write able to be? 
(Rem. 15.) What is the reporting sign for never ? (Rem. 16.) When forth 
follows a verb ending in a full-length straight 'stroke, how may it be repre- 
sented ? How may it be represented in other cases? (Rem. 19.) Are sign- 
words ever written in full ? (Page 182, Rem. 2.) How may us be joined to a 
preceding word ? (Rem. 3.) How may our sometimes be expressed in a phrase 
sign ? (Rem. 4.) How may the words is, as, his or has, be prefixed to a word- 
sign commencing with a circle? Under remark 3, page 193, what is said 
about devising contractions? (Page 194, Rem. 6.) For what purpose is the 
colon used in the list of contractions? For what purpose is the dagger used? 
(Rem. 7.) The contractions for a verb may, as a general rule, be employed for 
what? (Rem. 8.) What is said about several s-sounds occurring together? 
(Sec. 269.) How may words of similar or different meanings but containing 
the same consonants be expressed ? (Page 198, Sec. 271.) How may the pro- 
noun J be represented when standing alone ? (a) When commencing a phrase 
what position does /occupy? In what position is he written when commenc- 
ing a phrase ? (b) When /and he follow other words in a phrase how are they 
distinguished from each other? (Sec. 272.) When not otherwise convenient 
how may the words their, there, they are, and other be expressed ? For what 
purpose may the hook or circle be written to the Ther-tick ? (Sec. 274.) Instead 
of writing the ciphers in succession, how may the denomination hundred, thou- 
sand, million, etc., be expressed ? (Ans.) By writing the word sign for those 
words. (Sec. 275.) How may the larger and smaller divisions of a book be 
expressed ? (Sec. 276.) How may a repeated clause be indicated ? (b) When 
may the comma be substituted for the dash? (c) When a word containing two 
or more strokes is repeated, with some word intervening, how may it be writ- 
ten ? (d) How may words composed of similar parts be written? (Sec. 277.) 
When words are omitted how is the omission to be indicated ? (b) When the 
omission extends to the end of the sentence what is to be done ? (Sec. 278.) What 
ss said about punctuation ? (Rem.) What is said about indicating the ques- 
tion and answer in reporting testimony ? (Sec. 279.) How does the reporter 
indicate doubt, or any other word which he has entirely failed to catch ? 

WRITING EXERCISE. 

Notk. — The following phrase signs are to be written in accordance with the instruction given in 
the reporting style. 

With what, what we, one other, at their own, Had there, for 
their own, you were, with their, would you, can therefore, my other, 
to their, with their, the other, with you, you were, whether there 



are, to the, as to the, as to, you had, we can, you have, we may be, 
call forth, send forth, be able, to a, with all their, have their, all 
it, of it, give us, upon us, or their, as soon as, since their, have 
their own, century after century, day after day, blacker and 
blacker, would there, in his own, sees us, you shall, it had, you 
think, in some, in as great as, human soul, can never be, let there, 
is said, down there, within there, can there be. 



REMARKS. 

Having mastered the principles of both the corresponding and 
reporting styles, and memorized the word-signs and contractions of 
the former, there remains to be memorized the reporting lists be- 
ginning ©n page 170 of the Hand-Book. The committing to mem- 
ory of a large list of word-signs and contractions, and the ability 
to write them as soon as the words are heard, and to read them as 
soon as the signs are seen, is absolutely necessary in order to become 
a verbatim reporter. Do not delay, but commence the work at 
once ; do not let a day pass without learning a few signs, and in a 
short time you will have committed to memory a brief outline for 
the most frequent occurring words in the English language. 

To learn the word-signs and contractions the following method 
is suggested : Take the list under "a," beginning on page 170, 
and read the list through several times, then write it through until 
you are familiar with the outlines, after which have a reader read 
the words while you write them, and at the same time calling the 
outline and position. Continue this practice until every word 
under "a" can be written as quickly as it can be uttered by a good 
reader, then take up the list under the next letter, and so on until 
the whole list has been gone through with. 

If the services of a reader cannot be obtained then adopt the fol- 
lowing method : After the list has been written through a suffi- 
cient number of times to be familiarized, cover the outline of the 
word with the little finger of the left hand, and then with an 
inverted pencil, or pen holder, trace the outline on the table or 
desk, not looking at the right hand or pencil, but moving the 
pointer above, on, or below an imaginary line, according as the 
word is written in the first, second or third position. This is the 



54 

best method to be followed, providing the services of a reader can 
not be obtained. While it does not answer the purpose of actual 
writing, the outlines are fixed in the mind, and the fingers get the 
necessary drill in movement, which is essential in order to write 
both rapidly and well. This practice can be used advantageously 
in tracing the outlines of words and phrases in any matter the 
learner may select. 

After the list under "a" has been gone through with in the man- 
ner suggested, the learner should prepare the word-signs for a 
reading exercise in the following manner : Number the word-signs, 
beginning with " Able to," and ending with "awful," placing the 
figure at the left of the words, near to, but not touching them. 
The words should be numbered in consecutive order, beginning 
with 1 and ending with 110, the number of words under "a." After 
this has been done, take a small blank-book, 2-J by 5 inches, (or 
any other size that may be convenient,) rule a line down the cen- 
ter of the page, then "mix" the numbers from 1 to 110, after 
which write the short-hand character for the word that stands 
beside the corresponding figure in the list in the Hand-Book, writ- 
ing the sign neatly and correctly, and as many times as the sign 
represents different words. 

The list thus prepared is to be used as a reading exercise, for, if 
the words represented by the signs can be read when unconnected 
with other words in a sentence or phrase, there will be no difficulty 
in reading them when they are connected. The object of "mix- 
ing" the signs as a reading exercise is to present them to the eye in 
a different order than that in which they were written. The book 
may be carried in the pocket and the signs familiarized at odd 
moments. An illustration of "mixing" the signs will be found on 
the page following the twentieth reading exercise. 

If the learner is situated so he cannot receive personal instruction 
we would suggest the following method of practice : After having 
mastered all the principles, and written through many times the 
exercises of this work, commence with the Second Reader. Fre- 
quent reference to the list of reporting word-signs and contractions 
will be necessary, as you are supposed to commence to memorize 



55 

the lists when you commence to copy from the reader. Take about 
ten lines in the first article and read it over until it can be read as 
quickly as if it had been written in long-hand, then copy it ten or 
fifteen times, noting all the word and phrase signs, and carefully 
read all the notes at the bottom of the page in the printed copy. 
After the shorthand can be neatly and correctly copied you should 
continue to write it from another's reading until the ten lines can 
be written at the rate of one hundred and twenty words a minute, 
then take the next ten lines, and then the next, and so on until the 
reader has been written through, after which other matter may be 
written. 

While going through the reader in the manner suggested, it 
would be well to write, according to your best judgment, one hun- 
dred and fifty or three hundred words from some newspaper or 
book, then have it corrected by some competent writer of the sys- 
tem, after which re-write the article, correcting such errors as were 
noted, then write the article the same as the matter taken from the 
reader, until it can be written at the rate of one hundred and 
twenty words a minute. You can arrange for the correction of 
your article by mail, that is, sending it to some competent person 
to correct and note the errors ; this is sometimes called giving 
"lessons by mail," but it is really nothing more than correcting 
the learners exercise, and is all that can be accomplished through 
the mail; however, the writing of articles, as has been suggested, 
and having them corrected through the mail, may be used advan- 
tageously by those who cannot have the benefit of personal instruc- 
tion. 

In order to "get up speed" in shorthand there is needed prac- 
tice, practice, practice ; remember, it is better to write one arti- 
cle three hundred times than to write three hundred articles once. 
Shorthand is of no practical use until it can be written at a fair rate 
of speed, and no less essential is the ability to read whatever is 
written in shorthand characters as readily as if the matter had been 
written in longhand. When the learner can write one hundred and 
twenty words a minute, new matter, correctly read and properly 
transcribe his notes, he can announce himself as a first-class aman- 
uensis. The use of the type-writer, the duties of the amanuensis, 



the proper use of capital letters, punctuation, etc., must be learned 
from books treating of those subjects, and of the number pub- 
lished we have examined none that equals "Humphrey's Manual of 
Type-Writing, Business Letter- Writer, and Exercises for Phono- 
graphic Practice." Every shorthand writer should possess a copy 
of this most excellent work. 

The Second Reader need not be purchased until the learner has 
mastered all the principles in the Hand-Book, and has commenced 
to learn the word-signs and contractions, then commence with the 
Reader in accordance with the instructions already given. A copy 
of the Phonographic Dictionary is almost indispensable to the 
learner studying shorthand without a teacher, as it gives the out- 
line of thousands of words and phrases. The Aid, the Hand- 
Book, the Second Reader, and the Dictionary, are the only works 
necessary to become a verbatim reporter. All of Mr. Graham's 
publications are excellent, and the purchase of any one of them is 
money well spent. If we were to particularize, however, we would 
mention "Shorthand and Reporting," by Charles A. Sumner; also, 
"Lessons to An Ex-Pitmanite." Of the works not published by 
Mr. Graham, and which we can heartily recommend to any student 
of any system of shorthand, are "Hall's Commercial List," by 
Geo. W. Hall, and " One Hundred Valuable Suggestions to 
Shorthand Students," by Selby A. Moran. 

A parting word to the learner is this : Don't get discouraged ; 
don't get the impression that yon can master a profession, as val- 
uable as shorthand, in a few weeks; it requires patience and perse- 
verance, and so does every art in the practice of which men earn 
their daily bread, and shorthand is no exception to this general 
rule. Whatever department of shorthand you intend to enter, 
whether as an amanuensis, law, sermon, or general reporter, 
resolve to stand at the head of your profession. 



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